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Fair,

What are the standards?

Helping and providing the resourcse and conditions for all students to reach their potential.

What does it mean to do mathematics? agency in the classroom and in the world.

creating conditions conducive for a Mathematical life. How does that speak to Mathematics?

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Jon Davis

Toru Hayata

Chris Triantafillou

Jennifer Thom

Cristina Poli

Irene Duranczyk

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Use of equity as a noun makes the concept "fixed".

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Power

Context

Opportunity

Relationship

Movement

Respect

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Is equity an experience? Something deeply affective? We can feel inequity can we feel equity? Children have a deep sense of 'fairness' from a very early age.

Equity is a goal, an aim, a vision of the future, something to aim towards, a point of reference... but can not be realised, it is the target of solidarity, a quest.

Not about sameness but a recognition and acknowledgment of difference. Not a state we can reach but something to aspire to, value-based.

Human right, respect, meaning of equity/inequity is embedded in language... deeply cultural, historical

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Tracking in the practice of grouping (mathematics) students according to ability, as assessed by past achievement. Is this (in)equitable? Under what conditions?

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Perhaps on a similar note: Students with disabilities (e.g. hearing) - how does inclusion in regular classrooms vs. special-need schools/classes influence equity? There is a distinction between language (e.g. sign language) and accompnying culture (deafness as identity).

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At times there is a lack of policy issues to address inequity

Policies sometimes are ineffective - there are other social issues that need addressing at the grass roots

Societal equity issues: gender, racism, disability, positioning of people - systematic way of separating, economic, language, culture

There continues to be ignored equity issues (e.g., the impacts of violence). For example, racial violence - no one wants to talk about it. A focus on more "ideological" issues.

There appears to be little translation to the classroom.

"Gap gazing notion" - bridging issues always seem to be bottom up not meeting in the middle or top down.

Positioning of voice in policy - who is at the table when developing policy. Who is heard......

School curriculum can continue to perpetuate inequity

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What is equity? Social and social experience, honours difference, safety and wellbeing, community and belonging, offers opportunities to participate, learn, and not always participate.

Mathematics should be useful to your life and is also contextual.

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Our spontaneous definitions of equity included aspects of how it can be achieved. Upon reflection, we think it's important to distinguish, and begin with a definition that does not presuppose how it is achieved.

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Societal and political: Govt change in NZ influencing curriculum changes.

National testing in Australia - NAPLAN and differences in results across groups but these tests do not offer opportunities to connect to knowledge.

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Some of us feel that equity cannot and should not aim to achieve equality

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Oskar, from Sweeden

Florence, from Canada,

Ayla, from Brazil,

Uzuri, from Spain

Lara and Vilma from the US

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jodie, Cris, Eva, Nagisa, Sergio

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Kaja

Chiara

Danny

Luz

Ofer

Jodie

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Offir Romero

Marzia Garzetti

Jonathan Morcos

Christina Krause

Jason Cooper

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For me, Donna Haraway has been essential when thinking about issues of equity. I’ve worked mostly with her book “Simians, Cyborgs, and Women”, but I like the following excerpt from her more recent book “Staying with the Trouble” as a way to think about equity:

“Our task is to make trouble, to stir up potent response to devastating events, as well as to settle troubled waters and rebuild quiet places … Staying with the trouble requires learning to be truly present, not as a vanishin point between awful or edenic pasts and apocaliptic or salvific futures, but as mortal critters entwined in myriad unfinished configurations of places, times, matters, meanings.”

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Maturana, H. (2001). Emociones y lenguaje [Emotions and language]. Dolmen.

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Maturana, H. (2001). Emociones y lenguaje [Emotions and language]. Dolmen.

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“Love is the emotion that constitutes the actions of accepting the other as a legitimate other in coexistence; therefore, to love is to open up a space for recurring interactions with another in which their presence is legitimate without demands.” (Maturana, 2001)

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 Book chapter - email evat@pdx.edu for a copy

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 Book chapter - email evat@pdx.edu for a copy

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Thanheiser, E. & Koestler, C. (2025). Building Community to Center Equity and Justice in Mathematics Teacher Education: An Introduction. In Koestler, C. & Thanheiser, E. (Eds.) Building Community to Center Equity and Justice in Mathematics Teacher Education: An Introduction. AMTE Volume 6: Building Community to Center Equity and Justice in Mathematics Teacher Education.

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Math a secret weapon of imperialism, by Alan bishop 

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Math a secret weapon of imperialism, by Alan bishop 

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Koestler, C., & Thanheiser, E, (2025). Building Community in Mathematics Teacher Education to Turn Conversations about Equity and Justice from Theory to Praxis. Book in the AMTE book series.   

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Koestler, C., & Thanheiser, E, (2025). Building Community in Mathematics Teacher Education to Turn Conversations about Equity and Justice from Theory to Praxis. Book in the AMTE book series.   

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Yeh, C., Ellis, M., & Mahmood, D. (2020). From the margin to the center: A framework for rehumanizing mathematics education for students with dis/abilities. The Journal of Mathematical Behavior, 58, 100758.

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Marzia, Ayla, Jason, Ofer, Vilma

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as a process

as sense making

attention to what it means to be in a society

importance of the Maori language first

ties between stories

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Mathematics is constructed (vs discovered) 

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Mathematics is constructed (vs discovered) 

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The first one seems more connected to the culture and a human experience,

New version seems more static/ sterile. Translations of the English to the Maori language, put upon.

What began as quite deep became quite superficial, vague and human-less

Math is something that we do and makes ours lives better in these ways, new no purpose

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mathematics is given--objects and processes already there

historical processes are not explicit

more language of "we" us, but unclear who is the us--also the processes that affect the "we" are abstract and impersonal

utilitarian ("Useful", "enable us")

Probably not a bad thing

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Can we have a truly equitable classroom in a non-equitable society?

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Christina from Austria

Miglena from Italy

Chiara from Italy

Luz from Chile

Uzuri from Spain

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In Australian Aboriginal classrooms children being taught and learn in their own languages.

In classrooms with children with disabilities, respect each other. Need for support in a fully inclusive way.

Ongoing struggle to have equity.

Being more student centred rather than teacher centred. Connecting to student interests and how mathematics might inform activities that they are involved in.

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Individual support and accessible resources needs to be present.

People receive what they need and want .

Education through mathematics, not merely education for math

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there are too many choices that need to be left out. To assess the level of equitable mathematics classrooms will require proposing indicators that need to reduce complexity

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What is present / not present in an equitable classroom?

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What is present / not present in an equitable classroom?

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equitable:

different for different contexts / backgrounds

General aspects:

support

respect

communication

responsibility (for learning; for formulating (own) goals;... also on part of the students...)

(math part missing so far)

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imagining a classroom needs localization

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imagining a classroom needs localization

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agency

learning

participation

social mobility

goals

evaluation needs to account for the goals and processes

and highly contextualized

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Attitudes towards mathematics.

Student choice

Ability to pursue learning at any point in time

Homogeneous vs heterogeneous (or random) grouping

Ability to show and demonstrate what they (students know) as opposed to being told

Adapt to everyone's needs

Listening to the students

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No difference in outcomes based on student identity.

Improvement in students but shown in different ways.

Recognition of what success looks like for each student.

Not individual but community success and students balance each others strengths and weaknesses and learn from each other.

Belonging - all students have a sense of belonging.

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GutierrezRochelle _2002_REE_ Enabling the Practice of Mathematics Teachers in Context- Toward a New Equity Research Agenda, Mathematical Thinking and Learning,