2006 Volume 29 Issue 2 Pages 39-48
Equity has its own problems of definition and interpretation. There are many equities in education: equity of predisposition, equity of access, equity of treatment, equity of teaching and equity of outcome. Disparities in mathematics achievement and enrollment in mathematics between equity groups have concerned educators for many years. A brief and selective overview of historical evidence of education reform in the U.S. and international societies precedes a review of developments in research on equity and mathematics education. This discussion explores the trends of equity in these societies, mainly historically and conceptually. Finally, the author considers a redefinition of the equity framework within mathematics education. Based on these considerations, the author identifies some needs relating to the execution of equity goals in school mathematics.