Themes in Math

Here is an update on the work I've been doing in the first semester of the Ed.D. program at San Francisco State University. I have learned how to put theories about social justice, transformational leadership, and equity into action. I'm lucky in the sense that this program is the right fit for me. I enjoy the conversations our cohort has in class, as well as the expertise and experience they openly share. It's a great group!

The program has given me the opportunity to continue my research and learning about mathematics teaching and learning. 

Here's what I have learned and synthesized about mathematics education this semester.
There is unequal math achievement for subgroups. 2015 CAASPP 4th Grade results show the following: 
88% ELL
83% African American
79% SED
78% Hispanic/Latina/Latino
66% Female
STANDARD NOT MET/STANDARD NEARLY MET
Why are the factors (policies, practices, structures) that contribute to the achievement gap in mathematics difficult to change?

Research themes from empirical literature:

Theme 1: Inequities in spending.

“Schools with high instructional spending were able to support higher quality instruction” (Ottmar et al., 2013).

Theme 2: Teacher beliefs about student ability.

"Teachers believed deeply that their students were capable of becoming mathematically proficient if they received appropriate support" (Cobb & Jackson, 2013).

Theme 3: Equity and teaching practices.

"Equity does not merely involve helping minority students reach higher standards set by the mainstream, but is instead a matter of understanding diversity as a relation between the community of practice established in the math classroom and the other communities of practice of which the students belong" (Nasir & Cobb, 2002).

An answer that I've come up with is the factors (policies, practices, structures) that contribute to the achievement gap in mathematics are difficult to change because equitable instructional practices are often tied to financial restraints, as well as intrinsic and reflective teaching practices. 

The following is missing from the research: 1) student voice and 2) research that determines what instructional practices support underserved students and their success in math. 

I will probably narrow my focus in the following ways: possibly focus on one subgroup and possibly focus on one factor. I will also discuss underlying issues of racism and social justice more explicitly as they relate directly and indirectly to math teaching and learning.