Our connected world is exploding with images and sounds of cultural hybridity and fluidity. Mathematics classrooms, however, remain frozen in time. One consequence of this inertia is that mathematics education, rather than being a way to provide opportunities that lead to better lives for students, continues to limit those opportunities by reproducing existing societal inequities (Ernest, 2009). The inertia continues despite Herculean efforts by a range of stakeholders in mathematics education to broaden and diversify the voices participating in classroom mathematical conversations. What does the contrast between the increasingly dynamic and “flattened” (Friedman, 2005) nature of our global culture and the static and hierarchical nature of the mathematics classroom have to do with a book about classroom mathematical discourse and issues of equity?
Victoria Hand and Tamsin Meaney
Victoria Hand, Karmen Kirtley, and Michael Matassa
By noticing students' contributions as individuals or part of the team, teachers can focus on engagement.
Elizabeth A. van Es, Victoria Hand, Priyanka Agarwal, and Carlos Sandoval
Teachers’ noticing of classroom activity shapes who is invited to participate, who is valued, and whose forms of knowing are included in mathematics classrooms. We introduce a framework for multidimensional noticing for equity that captures the stretch and expanse of teachers’ attention and sense making of the local, sociocultural, and historical aspects of mathematics classrooms. We use data from two teachers’ classrooms to illuminate how their noticing of students’ sociocultural selves, of the history of mathematics and schooling, and of students’ potential futures informs enactment of culturally sustaining instructional practice. We discuss this framework in relation to calls in mathematics education to create more equitable and affirming classroom spaces for youth.