In recent articulations of “grand challenges” in mathematics education, equity has received renewed attention and has been framed as a prevailing concern for researchers. In this talk, I reframe this challenge as one that requires us to unpack empirically how inequities adhere to institutional practices and policies—and how they ultimately impact the mathematics socialization of learners. I describe two projects that focus on examining the mathematics identities that learners construct in non-credit-bearing remediation courses amid their transitions to universities. By attending to mathematics identities as an empirical lens, I argue that such research can contribute much-needed perspectives on a longstanding and largely inequitable phenomenon.

Session Type: Invited