EXPLORING ADMINISTRATORS' VISIONS OF EQUITABLE MATH INSTRUCTION (original) (raw)

2022, PROCEEDINGS OF THE 44TH ANNUAL MEETING OF THE NORTH AMERICAN CHAPTER OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION

School administrators play an important role in influencing instruction (Nelson and Sassi, 2000) and building organizational capacity for equity (Galloway and Ishamaru, 2020). Previous research has focused separately on administrator content knowledge (Steele et al., 2015) and perceptions of equity (Nadelson et al., 2020). However, limited research details how administrators think about equity within the context of math instruction. Meanwhile, studies of teachers have shown a connection between their visions and their instructional practice (Munter & Correnti, 2017). Therefore, administrators' visions of equitable instruction may also affect math teaching and learning. This study examines this relationship, asking: How do district administrators characterize their visions of equitable math instruction?