Rethinking Equity-Based Practices, Expanded Edition
Exploring how student identity shapes math learning from elementary to high school, the work tackles systemic inequities intensified by social turmoil. It calls for reflective teaching practices that view every learner as uniquely brilliant, advocating for a liberatory, humanizing approach to mathematics education.
The Impact of Identity in K–12 Mathematics: Rethinking Equity-Based Practices is a compelling expanded edition of the groundbreaking work focused on grades K–8. Here, the authors delve deeper into the intricate relationship between mathematics education and student identity, extending the conversation to the high school context.

This revised and expanded volume explores how teaching practices influence students’ perceptions of themselves as mathematics learners, emphasizing the need for teachers to engage in critical reflection and embrace equity-based practices. It addresses the challenges and inequities in the current education system, exacerbated by political and social turmoil and calls for a transformative approach to mathematics teaching. The Impact of Identity in K–12 Mathematics acknowledges the role of mathematics as both a gatekeeper and a gateway in society and urges teachers to develop an asset-based approach that values every child’s unique brilliance and creativity.

Comprising 12 chapters, discussion questions, and a reflective epilogue, this book is an essential resource for teachers committed to fostering a more humanizing, liberatory mathematics education and supporting students as whole human beings.