Series editor(s): Anthony H. Normore, Ph.D.
Subject Area: Education
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|Title:||Democratic Notions Informing Equity in Mathematics Education|
|Author(s):||Lecretia A. Buckley|
|Volume:||9 Editor(s): Frank Brown, Richard C. Hunter ISBN: 978-0-76231-299-3 eISBN: 978-1-84950-404-1|
|Citation:||Lecretia A. Buckley (2006), Democratic Notions Informing Equity in Mathematics Education, in Frank Brown, Richard C. Hunter (ed.) No Child Left Behind and other Federal Programs for Urban School Districts (Advances in Educational Administration, Volume 9), Emerald Group Publishing Limited, pp.263-283|
|DOI:||10.1016/S1479-3660(06)09014-7 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
|Abstract:||Efforts to promote equity in mathematics education are becoming more widespread. The National Council of Teachers of Mathematics elevated its position on equity from one of societal need to one of six guiding principles required to ensure excellence in mathematics education. I investigate how efforts to promote educational equity in mathematics education are informed by democratic views. In particular, I examine the intersection of course taking, equity, mathematics, and democracy in the context of a case study conducted in one high school mathematics department. This case study was conducted over one academic year, and data included a focus survey, interviews, field notes from department meetings and class observations, and school documents. In this study, I investigated the curricular redesign process undertaken by one high school mathematics department addressing high failure rates in low-level courses disproportionately enrolled with students of color designed to increase access to more advanced mathematics courses. I discuss how those changes impacted access, influenced equity, and aligned with democratic aims and their relationship to mathematics education.|
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