In recent years, the notion of equity has become increasingly prominent in mathematics education, in relation to pedagogy and the opportunities provided for learners to identify themselves as successful mathematics learners. Different pedagogies have been shown to promote equity and access to mathematics in different ways. However, teacher practices are not characterised only by pedagogy, but also by social relationships between teachers and learners, which can be key in supporting all learners to identify with mathematics. Data are drawn from a study involving two teachers who taught using similar traditional pedagogies but had different social relationships with learners in a South African school. Data were collected over two years, in the form of videotaped lessons, field notes and audiotaped interviews with participants, and were analysed qualitatively. The relationship between different teacher–learner social relationships and learners’ mathematical identities suggests that different social relationships have implications for equity, shaping access to knowledge and learner identities in important ways.

中文翻译：

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师生之间的社会关系，学生的数学身份和平等

近年来，相对于教学法和为学习者提供的机会，他们将平等的概念在数学教育中变得越来越突出，学习者可以借此机会将自己确定为成功的数学学习者。已经显示出不同的教学法以不同的方式促进平等和数学学习。但是，教师实践不仅以教学法为特征，而且还以教师与学习者之间的社会关系为特征，这可能是支持所有学习者识别数学的关键。数据来自一项涉及两位老师的研究，他们使用相似的传统教学法进行教学，但与南非一所学校的学习者有不同的社会关系。过去两年中以录像带课程，现场笔记和与会人员的录音带访谈的形式收集了数据，并进行了定性分析。不同的师生社会关系和学习者的数学身份之间的关系表明，不同的社会关系对公平具有影响，以重要的方式影响知识和学习者身份的获取。