Conceptualizing Math Ridas in Equity-Oriented Urban Classrooms

Overview & Synopsis

Drawing from Gutiérrez's (2012) conceptualization of equity in mathematics education and Duncan-Andrade's (2007) conceptualization of a Rida [teacher] in urban areas, we sought to understand the ways in which researchers have documented equity-oriented teaching practices of PK-12 urban mathematics teachers. Guided by the four dimensions of equity and the five pillars of effective practice in urban Rida's classrooms, we conducted a qualitative metasynthesis of the research focusing on equity-oriented pedagogies in PK-12 urban mathematics classrooms. From this study, we provide the math education community with a description of instructional practices to consider in Ridas' math classrooms, as well as direction for future research to understand Ridas [math teachers] better. This study has implications for the preparation of future math teachers in different urban spaces.