Activities for Enacting Equity in Mathematics Education Research
Activities for Enacting Equity in Mathematics Education Research
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DOI：
10.1007/s40753-020-00122-9
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发表时间：
2020-10-20
影响因子：
1.5
通讯作者：
Salguero, Katie
中科院分区：
文献类型：
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作者：
Hauk, Shandy;Toney, Allison F.;Salguero, Katie
这篇交互式文章作为一个研究伴侣，以支持读者在思考和谈论公平的研究设计，实施和报告在中学后数学教育。公平、多样性、包容性和社会正义等术语已经进入数学教育研究词典。然而，研究人员继续面临着重大挑战，以获得与这些词相关的各种想法的细微差别的理解，以及这些想法是如何对研究产生影响的。作者描述并举例说明了理解（和理解）“公平”作为研究的一个重要组成部分的工具。这些工具侧重于自我意识的沟通，这是从公平的透镜角度加强数学教育研究的一个重要组成部分。作者提出了一系列反思性问题，概述了在数学教育研究中进行勇敢对话的呼吁，并提供了参与此类对话的工具。这篇文章最后提出了进一步阅读的建议，并提示了有关中学后数学教育严格研究中公平性的相关挑战性对话。
This interactive essay serves as a research companion to support the reader in thinking and talking about equity in research design, implementation, and reporting in post-secondary mathematics education. The terms equity, diversity, inclusion, and social justice have entered the mathematics education research lexicon. Yet, researchers continue to face significant challenges in gaining a nuanced understanding of the various ideas associated with these words and how those ideas are consequential for research. The authors describe and illustrate tools for making sense of (and making sense with) "equity" as an essential component of research. The tools focus on self-aware communication, an essential component of enhancing mathematics education research with an equity lens. The authors offer a set of reflective questions, outline the call for courageous conversations in mathematics education research, and provide a tool for engaging in such conversations. The piece closes with suggestions for further reading and prompts for related challenging conversations about equity in rigorous research in post-secondary mathematics education.