Equity and Access: Empowering Change Agents

Authors

Kateri Thunder, Charlottesville City SchoolsFollow
Nely Ara-is, Norfolk Public SchoolsFollow
Ashley Carter, Norfolk Public SchoolsFollow
Francisca Fowler, Newport News Public SchoolsFollow
April Hawkins, Pittsylvania County Public SchoolsFollow
Holly Tate, Alexandria City Public SchoolsFollow

Publication Date

2021

Abstract

All learners must have access and opportunity to engage meaningfully in the highest levels of mathematics. Mathematics specialists are uniquely situated to contribute to the creation of access and equity for all learners by addressing three target areas with their mathematics teachers and administrators. In order to catalyze change, mathematics specialists need to be prepared to target three obstacles to access and equity: beliefs and expectations, curriculum and instruction, and intervention. This preparation can take place through leadership courses intentionally created to explore the role of change agent and provide practice in negotiating the role.

Volume

17

Issue

1

DOI

https://doi.org/10.25891/h9hx-cj96

Recommended Citation

Thunder, Kateri; Ara-is, Nely; Carter, Ashley; Fowler, Francisca; Hawkins, April; and Tate, Holly (2021) "Equity and Access: Empowering Change Agents," Journal of Mathematics and Science: Collaborative Explorations: Vol. 17: No. 1, Article 11.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol17/iss1/11