Conceptualizing Math Ridas in Equity-Oriented Urban Classrooms
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| Title: | Conceptualizing Math Ridas in Equity-Oriented Urban Classrooms |
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| Language: | English |
| Authors: | Jermaine R. Howell, Sheila Orr |
| Source: | Journal of Urban Mathematics Education. 2025 18(2):50-83. |
| Availability: | Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Urban Education, Mathematics Education, Equal Education, Mathematics Teachers, Elementary Secondary Education, Mathematics Instruction, Preservice Teacher Education, Preservice Teachers |
| Abstract: | Drawing from Gutiérrez's (2012) conceptualization of equity in mathematics education and Duncan-Andrade's (2007) conceptualization of a Rida [teacher] in urban areas, we sought to understand the ways in which researchers have documented equity-oriented teaching practices of PK-12 urban mathematics teachers. Guided by the four dimensions of equity and the five pillars of effective practice in urban Rida's classrooms, we conducted a qualitative metasynthesis of the research focusing on equity-oriented pedagogies in PK-12 urban mathematics classrooms. From this study, we provide the math education community with a description of instructional practices to consider in Ridas' math classrooms, as well as direction for future research to understand Ridas [math teachers] better. This study has implications for the preparation of future math teachers in different urban spaces. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494891 |
| Database: | ERIC |
| Abstract: | Drawing from Gutiérrez's (2012) conceptualization of equity in mathematics education and Duncan-Andrade's (2007) conceptualization of a Rida [teacher] in urban areas, we sought to understand the ways in which researchers have documented equity-oriented teaching practices of PK-12 urban mathematics teachers. Guided by the four dimensions of equity and the five pillars of effective practice in urban Rida's classrooms, we conducted a qualitative metasynthesis of the research focusing on equity-oriented pedagogies in PK-12 urban mathematics classrooms. From this study, we provide the math education community with a description of instructional practices to consider in Ridas' math classrooms, as well as direction for future research to understand Ridas [math teachers] better. This study has implications for the preparation of future math teachers in different urban spaces. |
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