Author ORCID Identifier(s)

Eva Thanheiser 0000-0003-2970-5111

Published In

Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education

Document Type

Article

Publication Date

Summer 2025

Abstract

Many organizations and researchers in mathematics education call for antibias practices, but addressing hidden biases remains challenging. Equity QUantified In Participation (EQUIP), a quantitative tool designed to analyze classroom participation patterns by social markers, helps teachers identify these subtle inequities. This paper describes a professional development (PD) intervention introducing EQUIP to five teacher leaders (TLs) and three coaches in a predominantly Latine district, focusing on setting up EQUIP to identify and address participation inequities in their classrooms. The TLs implemented EQUIP in their classroom and gathered participation data twice. Findings revealed that TLs took up EQUIP in different ways and became more aware of hidden participation patterns. TLs used what they learned to adjust their practice. These changes resulted in more balanced participation and improved student engagement, particularly for students traditionally marginalized in mathematics classrooms

Rights

Copyright 2025 The Authors.

Locate the Document

https://www.igpme.org/

Persistent Identifier

https://archives.pdx.edu/ds/psu/44731

Download

Share

COinS