Landmarks of Concern

Abstract

The chapters in this section have been grouped together because they deal with quality and equity issues and challenges faced by specific social groups. The ten chapters represent a collage of voices from different countries (Mexico, Australia, Denmark, Sweden, Canada, and United States), which highlight concerns about identifiable social groups in relation to access to quality mathematics education. These groups range from children with special rights (visually or hearing impaired, Down syndrome); English language learners (where English is not their home language); learners living in poverty; aboriginal learners (in Canada and Australia); female learners and African American learners; and gifted learners. The stories highlight the ways in which these groups continue to be denied access to and full participation in quality mathematics education. The chapters call teacher educators and researchers to action towards foregrounding issues of quality and equity for these groups in terms of influencing policy, changing one’s practice and researching further so as to improve our understanding of the issues and to find ways to move forward. Collectively, the chapters provide lessons on how we may proceed in the form of suggested avenues for further research, ideas for curriculum design, intervention programs and forms of instruction.