Educational equalization, Mathematics, Education, elementary, elementary education 

Each teacher and student brings many identities to the classroom. What is their impact on the student s learning and the teacher s teaching of mathematics?

This book invites K8 teachers to reflect on their own and their students multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices:
Going deep with mathematics
Leveraging multiple mathematical competencies
Affirming mathematics learners identities
Challenging spaces of marginality
Drawing on multiple resources of knowledge 

Notes:
Includes bibliographical references.

Rethinking Mathematics Learning, Identity, and Equity. What mathematics? For whom? For what purposes? --
Identities, agency, and mathematical proficiency : what teachers need to know to support student learning --
Know thyself : what shapes mathematics teacher identities? --
Rethinking Equity-Based Practices. Cultivating mathematical agency : "he was suspended for being Mexican" --
Building on students' strengths : the case of Curry Green --
Mathematics assessment within equity-based practices --
Rethinking Engagement With Families and Communities. Routine practices to engage parents in promoting positive math learning and identity --
Partnering with families and communities to support children's equitable mathematics learning --
Epilogue: Walking the path toward equity.