Equity in a teaching sequence

Abstract

The objective of this research is to analyze a teacher's equity perspectives during the planning and development of a teaching sequence about decimal numbers, after carrying out studies on the topic. The theoretical contributions include equity from the perspective of the principles and standards of the National Council of Teachers of Mathematics, the dimensions of equity proposed by Gutiérrez, the theoretical structure of equity relationships for learning mathematical concepts proposed by Santana and Castro, and social justice from the perspective of Rawls. This research is qualitative in nature, involving a Mathematics teacher who teaches in the 6th year of Elementary School and who participated in a training process on equity. The criterion for selecting the teacher was their participation in all training meetings and stages of the research. The data collected comes from audio and video recordings of meetings in the training process and the planning and development of the teaching sequence. Discursive Textual Analysis was used as the analysis methodology, categorizing the data. The teacher's perspectives are expressed through her speeches and attitudes in the classroom, which considered bringing the students' context to the classroom, offering varied resources for the teaching process, adjusting teaching according to the students' needs, and recognizing the importance of expanding the search for students’ future achievements. These actions helped to promote equity during the planning and development of the teaching sequence, covering the dimensions and relationships of equity, in addition to aspects of social justice.