Educators’ sensemaking about mathematics equity and ability grouping

Source abstract

Purpose This study aims to examine how educators in one private prekindergarten through Grade 8 (PK–8) school conceptualized mathematics equity and reasoned about the equity of ability grouping. Sustainable Development Goal 4 (SDG 4) provides the broader context. Design/methodology/approach An interpretive qualitative single-case study used semi-structured interviews with 11 educators, supplemented by the school’s equity document and one participant-confirmed field note. Analysis combined in vivo and provisional coding with cross-participant comparisons. Sensemaking and mental models served as analytical lenses; the National Council of Teachers of Mathematics’ conception of mathematics equity provided the conceptual foundation; and a meso-level framing located the analysis at the school level. Findings Most participants defined equity as meeting individual needs and drew on overlapping evidence sources but emphasized different indicators when reasoning about need and readiness. They also differed in what counted as a resource. Participants evaluated grouping conditionally: it could support equity through appropriate support and challenge but pose risks through inaccurate placement, fixed labels or constrained opportunities. Accounts also revealed tensions between professional judgment and parent influence and variation in placement review. Originality/value This study shows that similar needs-based conceptions of equity and overlapping evidence sources can coexist with different interpretations of need, readiness and resources and different views of grouping, placement authority and review. It situates school-level sensemaking about mathematical opportunities within SDG4’s broader equity commitment.