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"Because equity ultimately is related to the distribution of power, a quality mathematics education also must include a focus on “critical” and “community” perspectives on mathematics that acknowledge the human activity of mathematics—that it is constantly being (re)made by people in negotiation with each other and their surroundings. Although this broader view of mathematics is gaining ground, most researchers/educators continue to frame equity from a deficit perspective—we need to get more people of differing walks of life to do mathematics so that they can reap the social and economic benefits of participating in society, not because their participation will somehow change the nature of mathematics as a discipline or our relationship with (each other on) this planet. Yet, until we are able to see that mathematics needs people as much as people need mathematics, we risk tinkering with education in a way that fails to address power issues or true transformation in society."
R
Rochelle Gutierrez
