Abstract
This paper reviews research on equity in mathematics education (excluding gender equity) for the period 2017–2022. From the publications identified, five themes were distilled: conceptualizations and framing of equity in mathematics education; research methodologies and researcher positionalities; equity-focused practices, pedagogies and teacher education; equitable mathematics curriculum content, access and pathways; and equity in mathematics education at system levels, nationally and internationally. The review concludes by engaging some of the critique and suggests future directions for research. The research demonstrates that there is growing voice and visibility of equity-focused studies in mathematics education and that conceptualizations of equity have broadened and deepened through an increasing diversity of studies in this area. At the same time, the review also shows the dominance of the Global North in shaping equity discourses and the paucity of research on equity in mathematics education from the Global South.
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