Introduction to the JRME Equity Special Issue

This special issue arises out of interest from the Board of Directors of the National Council of Teachers of Mathematics to better understand how issues of equity play out in today’s mathematics classrooms. The Journal for Research in Mathematics Education has a history of publishing special issues on equity. In one sense, this volume follows that trend. However, this special issue is different. Recognizing that a term such as equity can mean many things to many people (see, e.g., Atweh, Graven, Secada, & Valero, 2011), we chose to narrow the scope. We issued a call for submissions that highlighted how identity and power play out in mathematics teaching and learning in schools and in broader policies and practices of mathematics education. We were Journal for Research in Mathematics Education 2013, Vol. 44, No. 1, 5–10 Copyright © 2013 by the National Council of Teachers of Mathematics, Inc., www.nctm.org. All rights reserved. This material may not be copied or distributed electronically or in other formats without written permission from NCTM.