Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse

Autor/inn/en	Reinholz, Daniel L.; Shah, Niral
Titel	Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse
Quelle	In: Journal for Research in Mathematics Education, 49 (2018) 2, S.140-177 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Teaching Methods; Mathematics Instruction; Equal Education; Statistical Analysis; Observation; Classroom Communication; Gender Differences; Racial Differences; Ethnicity; Student Participation; Social Justice; Video Technology; Coding; Interpersonal Communication; Elementary School Teachers; Elementary School Students; Elementary School Mathematics; Grade 5; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Statistische Analyse; Beobachtung; Klassengespräch; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Soziale Gerechtigkeit; Codierung; Programmierung; Interpersonale Kommunikation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. We introduce a classroom observation tool that focuses on relatively low-inference dimensions of classroom discourse, which are cross-tabulated with demographic markers (e.g., gender, race) to identify patterns of more and less equitable participation within and across lessons. We argue that equity analytics can support researchers and practitioners in identifying subtle patterns of inequity in classroom discourse. As we show, even in classrooms with highly experienced, equity-minded teachers, subtle inequities can emerge that are detectable through this quantitative methodology. To conclude, we discuss how equity analytics can complement qualitative approaches in the study of equity and inequity in classrooms. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01