Looking Critically at Teachers' Attention to Equity in their Classrooms PDF
Ensuring that all students are afforded high quality education is a task given to teachers under standards documents provided by professional organizations such as the National Council of Teachers of Mathematics and the National Board for Professional Teaching Standards. Falling under the generic title of equity, paying attention to the achievement of minority students—especially those historically underserved by schools—is required for good teaching. However, teachers are often left to define what equity means. In this study, we investigated how two National Board Certified Teachers defined equity and how they attended to it in their classrooms. We further explored how issues of race and socioeconomic status interfered with their attempts at providing equitable classroom experiences for all students.
The contents of this article were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Drs. Peg Graham, Steve Oliver and Nicholas Oppong are the co-principal investigators.
About the Authors:
Judith Reed is doctoral student in mathematics education at the University of Georgia. Her research interests include teacher knowledge, National Board Certification, and preparing teachers to teach diverse student populations.
Dr. Oppong is the Program Coordinator for the Mathematics Education Program at the University of Georgia. His research interests include the role of technology in teacher education, teachers’ thinking processes and accomplished teaching.
Last modified: 30 July 2012.
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