DOI
10.5703/1288284317597
Document Type
Brief
Abstract
This research aims to extend the framing of the cognitive equity concept in teaching mathematics during the enacted phase of the curriculum beyond race and culture. Cognitive equity characterizes actions of teachers and curricula makers toward valuing differences in cognitive processes. Since beliefs influence teachers' actions, we investigate their ideas about valuing students' unique mathematical cognitive processes. Framing cognitive equity in teaching mathematics contributes to discovering teachers' equitable practices, thus revealing teachers' ways of making more inclusive cognitive curricular decisions. Future research could focus on framing cognitive equity in learning mathematics within the intended and implemented phase of the curriculum.
Included in
Teachers' Beliefs as a Tool to Extend the Cognitive Equity Concept
This research aims to extend the framing of the cognitive equity concept in teaching mathematics during the enacted phase of the curriculum beyond race and culture. Cognitive equity characterizes actions of teachers and curricula makers toward valuing differences in cognitive processes. Since beliefs influence teachers' actions, we investigate their ideas about valuing students' unique mathematical cognitive processes. Framing cognitive equity in teaching mathematics contributes to discovering teachers' equitable practices, thus revealing teachers' ways of making more inclusive cognitive curricular decisions. Future research could focus on framing cognitive equity in learning mathematics within the intended and implemented phase of the curriculum.