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| {{Title|Seeing Culture and Power in Mathematical Learning: Toward a Model of Equitable Instruction}}
| | Ashli Black, presenting at the 2015 NCTM Annual Meeting. |
| __NOTOC__
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| * Author: [[Victoria Hand]]
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| * Journal: [[Educational Studies in Mathematics]]
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| * Year: 2012
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| * Source: https://doi.org/10.1007/s10649-012-9387-9
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| ==Abstract==
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| This paper is centered on creating equitable opportunities for learners in mathematics education. Through observations of teacher practice, the paper seeks to theorize how teachers enact their dispositions toward mathematics instruction. These observed propensities, in relation to teachers' aims for students to "take up their space" in and beyond the mathematics classroom, then inform a model of equitable mathematics instruction. Teachers' dispositions are considered in relation to Mason's discipline of noticing and Bourdieu's notion of the symbolic violence of dominant discourses.
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| ==Cite==
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| ;APA
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| : Hand, V. (2012). Seeing culture and power in mathematical learning: Toward a model of equitable instruction. ''Educational Studies in Mathematics'', 80(1-2), 233–247. doi:10.1007/s10649-012-9387-9
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| ;BibTeX
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| <pre>
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| @article{Hand2012,
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| author = {Hand, Victoria},
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| doi = {10.1007/s10649-012-9387-9},
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| journal = {Educational Studies in Mathematics},
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| number = {1-2},
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| pages = {233--247},
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| title = {{Seeing culture and power in mathematical learning: Toward a model of equitable instruction}},
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| url = {https://doi.org/10.1007/s10649-012-9387-9},
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| volume = {80},
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| year = {2012}
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| }
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| </pre>
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| [[Category:Journal Articles]]
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| [[Category:Educational Studies in Mathematics]]
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| [[Category:2012]]
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| [[Category:Equity and Social Justice]]
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Latest revision as of 21:05, 29 May 2021
Ashli Black, presenting at the 2015 NCTM Annual Meeting.
