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Conceptualizing Math Ridas in Equity-Oriented Urban Classrooms

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Title: Conceptualizing Math Ridas in Equity-Oriented Urban Classrooms
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
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  Data: Conceptualizing Math Ridas in Equity-Oriented Urban Classrooms
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– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Jermaine+R%2E+Howell%22">Jermaine R. Howell</searchLink><br /><searchLink fieldCode="AR" term="%22Sheila+Orr%22">Sheila Orr</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Urban+Mathematics+Education%22"><i>Journal of Urban Mathematics Education</i></searchLink>. 2025 18(2):50-83.
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  Data: 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/
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  Data: 34
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  Data: 2025
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Label: Abstract
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  Data: 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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  Data: 2026
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      – Text: English
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        PageCount: 34
        StartPage: 50
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      – SubjectFull: Urban Education
        Type: general
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