Conducting “Good” Equity Research in Mathematics Education: A Question of Methodology

Hostetler (2005) describes “good” education research as that which attends to the well-being of students, teachers, and communities. In this essay, the author proposes measuring equity-based research in mathematics education against Hostetler’s standard. She argues that current equity-based research...

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Main Author: Erika C. Bullock
Format: Article
Language:English
Published: Columbia University Libraries 2013-01-01
Series:Journal of Mathematics Education at Teachers College
Online Access:https://journals.library.columbia.edu/index.php/jmetc/article/view/752
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spelling doaj-17957be8c9424b28b4c3a32e54b6c75b2020-11-25T02:04:17ZengColumbia University LibrariesJournal of Mathematics Education at Teachers College2156-14002156-13972013-01-013210.7916/jmetc.v3i2.752Conducting “Good” Equity Research in Mathematics Education: A Question of MethodologyErika C. Bullock0Georgia State UniversityHostetler (2005) describes “good” education research as that which attends to the well-being of students, teachers, and communities. In this essay, the author proposes measuring equity-based research in mathematics education against Hostetler’s standard. She argues that current equity-based research has not adequately addressed the mathematical experiences of marginalized students due to its primary focus on the “achievement gap.” Such a focus leaves the social and political hierarchies that produce marginalization intact and unquestioned. She presents methodological diversity as a strategy for reconceptualizing mathematics education research in a way that addresses the more foundational quality and opportunity gaps that are at the root of equity issues in mathematics education. She also offers embracing methodological clarity, shifting the site of research, and pursuing interdisciplinary opportunities as three ways in which mathematics education researchers can begin to equip themselves to address equity-based mathematics education research in new and different ways that may better address the well-being of marginalized students.https://journals.library.columbia.edu/index.php/jmetc/article/view/752
collection DOAJ
language English
format Article
sources DOAJ
author Erika C. Bullock
spellingShingle Erika C. Bullock
Conducting “Good” Equity Research in Mathematics Education: A Question of Methodology
Journal of Mathematics Education at Teachers College
author_facet Erika C. Bullock
author_sort Erika C. Bullock
title Conducting “Good” Equity Research in Mathematics Education: A Question of Methodology
title_short Conducting “Good” Equity Research in Mathematics Education: A Question of Methodology
title_full Conducting “Good” Equity Research in Mathematics Education: A Question of Methodology
title_fullStr Conducting “Good” Equity Research in Mathematics Education: A Question of Methodology
title_full_unstemmed Conducting “Good” Equity Research in Mathematics Education: A Question of Methodology
title_sort conducting “good” equity research in mathematics education: a question of methodology
publisher Columbia University Libraries
series Journal of Mathematics Education at Teachers College
issn 2156-1400
2156-1397
publishDate 2013-01-01
description Hostetler (2005) describes “good” education research as that which attends to the well-being of students, teachers, and communities. In this essay, the author proposes measuring equity-based research in mathematics education against Hostetler’s standard. She argues that current equity-based research has not adequately addressed the mathematical experiences of marginalized students due to its primary focus on the “achievement gap.” Such a focus leaves the social and political hierarchies that produce marginalization intact and unquestioned. She presents methodological diversity as a strategy for reconceptualizing mathematics education research in a way that addresses the more foundational quality and opportunity gaps that are at the root of equity issues in mathematics education. She also offers embracing methodological clarity, shifting the site of research, and pursuing interdisciplinary opportunities as three ways in which mathematics education researchers can begin to equip themselves to address equity-based mathematics education research in new and different ways that may better address the well-being of marginalized students.
url https://journals.library.columbia.edu/index.php/jmetc/article/view/752
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