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Bridging the Gaps in Perspectives on Equity in Mathematics Education
Sarah Theule Lubienski and Rochelle Gutiérrez
Journal for Research in Mathematics Education
Vol. 39, No. 4 (Jul., 2008), pp. 365-371
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/40539303
Page Count: 7
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In this rejoinder, the authors further detail their positions on the role of gaps analyses in mathematics education research as outlined in the previous 2 articles. They clarify areas of agreement and probe areas of disagreement, focusing on the benefits and dangers they see in either emphasizing educational disparities between groups or shifting the focus to the advancement of particular groups. The authors discuss ways in which their backgrounds have shaped their differences in perspectives and priorities, including whether socioeconomic disparities or racial and ethnic identity are more focal in their work. Suggestions for lessening the dangers of gaps analyses are discussed.
Journal for Research in Mathematics Education © 2008 National Council of Teachers of Mathematics