Equitable mathematics program

What is equity and how is it evident in mathematics classrooms?

An equitable mathematics program provides high-quality mathematics education for all students. Students not only have access to quality mathematics courses and instruction, but they also have the support necessary to ensure their success in those courses. Equitable school programs must assure that student differences in achievement will not be based on race/ethnicity, gender, or physical disability, and that appropriate instructional support will be provided for each student to ensure success for all.

A successful educational system focuses on student outcomes and provides the support necessary for every student to achieve them. Differences in mathematics achievement among various gender, income, and ethnic groups have been widely reported. However, the National Research Council did not find significant gender differences among male and female students who had taken the same mathematics coursework. Lower-socioeconomic status (SES) students and those belonging to minority groups who took high school algebra and geometry attended college in percentages approximately equal to higher-SES white students who had enrolled in the same high school courses. Research findings also indicated that younger and lower-ability students could learn and employ the same strategies and skills for mathematical reasoning and thinking as

those used by older and higher-ability students.

Since achievement in higher-level mathematics serves as a gatekeeper to success in higher education and in 21st century careers, it is important to note that group achievement differences in mathematics are often attributable to enrollment patterns or instructional strategies. Low-SES students and those of color are half as likely to enroll in higher-level mathematics courses as higher-SES white students. Girls typically learn better through cooperative rather than traditional competitive instructional strategies. Since different students learn in different ways, equal treatment for all students does not guarantee equal success. Mathematics teachers and school counselors need to facilitate equal access to algebra, geometry, and higher-level mathematics courses and see that the support required to be successful in these programs is provided for all students.

lo create an equitable classrooiii, teachers -me a variety of strategies to reach all students with highquality content. These strategies include :

1. Clearly identifymg the knowledge students need to master 

2.Addressing different student learning styles 

3.Encouraging the participation of under-represented students

4.Challenging all students

5.Diagnosing where students are struggling to learn and providing appropriate instruction

6.Embedding a variety of assessment types throughout units of study

7.Engaging all students in higher-order thinking skills (e.g., data analysis, synthesis of results, and evaluation of potential solutions)

8.Helping students make connections among related mathematics concepts, across other disciplines (e.g., science and social studies) and related to everyday experiences

9.Encouraging participation by all students

10.Fostering the use of inclusionary language in all classroom communication

11.Involving parents in student learning

Adequate knowledge of mathematics content and pedagogy is essential for teachers to effectively address the needs of a diverse group of students. Teachers should regularly take advantage of the inservice opportunities that are content-specific professional development to enrich their content knowledge and to stay abreast of the latest teaching techniques. The physical environment of the classroom should be interesting and inviting for all students. The classroom should display student work and other material that show a diverse group of people involved in mathematics activities and careers. The classroom arrangement should allow all members of the class to participate in mathematics activities regardless of their current achievement levels. The focus of an equitable mathematics program must be on student outcomes. Teachers and principals are responsible for the achievement of all students, and consequences for lack of student success fall not only on students, but also on teachers, principals, the school, and the family.