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Equity in mathematics education.

Renuka Vithal1, Karin Brodie2, Reshma Subbaye3

  • 1University of Fort Hare (Faculty of Education), Alice, Eastern Cape South Africa.

ZDM : the International Journal on Mathematics Education
|June 26, 2023
PubMed
Summary
This summary is machine-generated.

This review highlights growing research on equity in mathematics education, revealing broader conceptualizations. However, it notes the Global North

Keywords:
DiversityEquityEquity-focused pedagogiesInclusionMarginalization

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Area of Science:

  • Mathematics Education Research
  • Social Justice in STEM
  • Educational Equity Studies

Background:

  • Equity in mathematics education is a growing research focus.
  • Previous research has not comprehensively synthesized equity studies.
  • Exclusion of gender equity allows for a focused review of other equity dimensions.

Purpose of the Study:

  • To review and synthesize research on equity in mathematics education (excluding gender) from 2017-2022.
  • To identify key themes and trends in equity-focused mathematics education research.
  • To critique current research and propose future directions.

Main Methods:

  • Systematic literature review of publications from 2017-2022.
  • Thematic analysis to distill key concepts and findings.
  • Analysis of research methodologies and geographical representation.

Main Results:

  • Five major themes emerged: conceptualizations of equity, research methods, practices/pedagogies, curriculum/access, and system-level equity.
  • Growing visibility and broadened conceptualizations of equity in mathematics education.
  • Dominance of Global North research and limited contributions from the Global South.

Conclusions:

  • There is increasing attention to equity in mathematics education globally.
  • Further research is needed to address the paucity of studies from the Global South.
  • Future research should consider diverse conceptualizations and systemic issues in mathematics education equity.