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Supporting Equity Through Mathematical Writing

Supporting Equity Through Mathematical Writing
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Author(s): Christie Sullivan Martin (University of South Carolina, USA)and Drew Polly (University of North Carolina at Charlotte, USA)
Copyright: 2024
Pages: 19
Source title: Illuminating and Advancing the Path for Mathematical Writing Research
Source Author(s)/Editor(s): Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA), Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA)and Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)
DOI: 10.4018/978-1-6684-6538-7.ch009


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This chapter establishes the relationship between the National Council of Teachers of Mathematics NCTM principles to action, Gutiérrez equity framework, and mathematical writing. The chapter discusses the research that supports mathematical writing as an instructional practice that enhances opportunities for reasoning learning and equity. The chapter provides four cases of activities that embed mathematical writing in the classroom. Each case describes implementation, examples of students' work, discussion of their work, extensions, and outlines the activities connection to the equity framework. The cases are concluded with takeaways that reinforce the purpose of each activity and strategies for implementation. The chapter closes with implications to further support the use of mathematical writing in the classroom and future research direction.

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