"Excellence in mathematics education rests on equity—high expectations, respect, understanding, and strong support for all students— ... to ensure that all students have equal access to the resources with the greatest potential to promote learning."
Equity in Math Education Position Statement
Tips for Teachers
Equity and Diversity - Tips for supporting ALL students.
Differentiated Learning - How to differentiate instruction in content, process, or product according to the students’ readiness, interests, or learning style.
Alternate Forms of Assessment - How to evaluate student progress in ways other than tests and quizzes.
Journal Articles
Equity Articles grouped by General Classroom Strategies and specific topics of Equity: Special Needs Students; Culturally Relevant Teaching; and Gender.
Equity articles from Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Mathematics Teacher.
Publications
Books on Equity and Diversity available in the NCTM Bookstore.
Research
Research Clips and Briefs: Research-based answers to questions of practice.
Students with Difficulties - Effective Strategies
Research Clip (short)
Research Brief (fuller description)
Students with Difficulties - Characteristics
Research Clip (short)
Research Brief (fuller description)
Research Studies
Research on Equity from the Journal of Research in Mathematics Education
Research Report
Equity in School Math Education: How Can Research Contribute? (member log-in required)
Standards and Positions
NCTM Standards
The Equity Principle - Principles and Standards (2000)
All students, regardless of their personal characteristics, backgrounds, or physical challenges, must have opportunities to study--and support to learn--mathematics. This does not mean that every student should be treated the same. But all students need access each year they are in school to a coherent, challenging mathematics curriculum that is taught by competent and well-supported mathematics teachers.
The Equity Standard - Assessment Standards (1995)
In an equitable assessment, each student has an opportunity to demonstrate his or her mathematical power. Because different students show what they know and can do in different ways, assessments should allow for multiple approaches. (Member log-in required)
Position Statements
Teaching Mathematics to English Language Learners
(September 2008)
Equity in Mathematics Education (January 2008)
Closing the Achievement Gap (April 2005)
NCTM Voices on Equity
Presidents Messages
Equity: All Means ALL!
Hank Kepner (October 2008)
What’s So Special about Special Education? Everything!
Francis (Skip) Fennell (October 2007)
Webcasts
Challenging Racial Inequity In Our Schools
Pedro Noguera (2009)
Equity: the Most Important and Challenging Issue Facing Our Schools
Julian Weissglass (2009)
Never Could Have Made It: A Tribute to Iris Carl
Lee V. Stiff (2009)
2008 Iris M. Carl Equity Address
Carol Malloy (2008)
Improving Achievement and Closing Gaps between Groups: Lessons from Classroom Practices
Kati Haycock (2007)
Shades
Lee V. Stiff (2007)
(Windows Media Player is required to view these presentations.)
Equity Columns from the NCTM News Bulletin
Examining the needs of students of color, students who require special or gifted education or are English language learners, and students in high-poverty schools, and exploring what can be done to ensure a high-quality mathematics education for all students. Published from September 2008-May/June 20009.
Mathematizing for Empowerment
Supporting Writing Skills in English Language Learners
Giving Voice to English Language Learners in Mathematics
Gender Issues and Ethnomathematics in Mathematics Education
Beyond Access and Achievement: Equity Issues for Mathematics Teachers and Leaders
What is Equity in Mathematics Education?
