Enhancing Our Theoretical Lens: Second-Order Models as Acts of Equity
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| Title: | Enhancing Our Theoretical Lens: Second-Order Models as Acts of Equity |
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| Language: | English |
| Authors: | Amy J. Hackenberg, Erik S. Tillema, Andrew M. Gatza |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2023 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Document Type: | Speeches/Meeting Papers Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Equal Education, Mathematics Instruction, Educational Researchers, Power Structure, Social Change, Educational Change, Self Concept, Models, Diversity, Inclusion, Research Methodology, Learning Theories, Elementary Secondary Education |
| Abstract: | In this theoretical paper, we respond to a call for all Mathematics Education researchers to become equity researchers (Aguirre et al., 2017) by articulating how equity is foundational to making second-order models of students' mathematics. First, based on prior research, we view equity to be about power and respect. We define an act of equity as acting on social boundaries with the intent of changing them in order to address known inequities. Second, we explain why making second-order models is an act of equity, showing how it respects students and can affect power in research settings. Third, we demonstrate how attention to social identity categories and social identities can enhance current second-order models to better support acts of equity. [For the complete proceedings, see ED658295.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED658352 |
| Database: | ERIC |
| Abstract: | In this theoretical paper, we respond to a call for all Mathematics Education researchers to become equity researchers (Aguirre et al., 2017) by articulating how equity is foundational to making second-order models of students' mathematics. First, based on prior research, we view equity to be about power and respect. We define an act of equity as acting on social boundaries with the intent of changing them in order to address known inequities. Second, we explain why making second-order models is an act of equity, showing how it respects students and can affect power in research settings. Third, we demonstrate how attention to social identity categories and social identities can enhance current second-order models to better support acts of equity. [For the complete proceedings, see ED658295.] |
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