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Prioritizing Broader Global Attainment of Core Mathematics Grade-Level Outcomes Through Mathematics Education Research
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DOI：10.5951/jresematheduc-2024-0084.png)
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Abstract
En 中文
Research suggests that the majority of the world's children fail to meet minimum grade-level outcomes in mathematics. Our concern in this Commentary is with the representation of settings where the majority are marginalized from core mathematics grade-level outcomes in the mathematics education research field. Our concern is located amidst a growing mainstreaming of an equity focus in leading international journals. However, despite broader global participation in an increasingly diffuse research field, contexts of majority marginalization from core grade-level mathematical outcomes, especially in the Global South, remain relatively invis-ible in leading journals. We use an overview of publications in JRME between 2021 and 2024 to explore the visibility of this disparity and the challenges it poses for the field.
Keywords:
Majority marginalization
Core grade-level outcomes
Equity
Global South
Journal
J
IF:
3.6
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759
Citations:
2.5K
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