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Presidents Messages on Equity

Equity: All Means ALL!
(Hank Kepner, October 2008)

In January 2008, NCTM released a position statement, "Equity in Mathematics Education," calling for the creation of a culture of equity in the teaching and learning of mathematics. Fostering a "culture of equity" in the mathematics classroom and beyond is essential, and we perhaps initiate the process most effectively when we examine our own biases.

What’s So Special about Special Education? Everything!
(Francis (Skip) Fennell, October 2007)

The Individuals with Disabilities Education Act, paired with the accountability expectations of No Child Left Behind (NCLB), presents instructional challenges for every teacher I know. It is essential that all teachers who serve students with disabilities be involved in discussions and decision making regarding curriculum adaptations, intervention, and instruction.

Untapped Potential
(Cathy Seeley, July/August 2005)

The words achievement gap can make the task at hand seem overwhelming. Let me offer two new words to help us think about it from a different perspective—untapped potential. The reality of the achievement gap is that too many students never have an opportunity to develop their mathematical knowledge to its fullest potential.

Engagement as a Tool for Equity
(Cathy Seeley, November 2005)

This month I’d like to talk about another element that greatly affects student achievement—the active engagement of students in their own learning. This student engagement is perhaps our most important tool in our battle for equity.

Students Are Being Mathematically Abused!
(Johnny W. Lott, December 2003)

It is time for us to consider whether or not the requirements and demands of government, frequently mandated without adequate funding to support the requirements, are contributing to the mathematical abuse of students in schools.

Beliefs and Expectations
(Lee V. Stiff,  January/February 2002)

Does our perception of students depend on who the students are? What teachers think and believe about their students has consequences that are real.

Where There's a Will, There's a Way
(Lee V. Stiff, November 2001)

The mathematics performance gaps between white students and their Hispanic and black counterparts are allowed to exist in the United States because there is no national will to eradicate them.

Leave No Child Behind
(Lee V. Stiff,  May/June 2001)

Over the last 20 years the gap between majority and minority achievement in high-level mathematics has not changed significantly. One important element that will help eliminate the disparities in mathematics education is the Equity Principle articulated in NCTM's Principles and Standards for School Mathematics.

Inclusiveness and Understanding: Twin Commitments
(Glenda Lappan, May/June 1988)

If we put together these two commitments, inclusiveness and developing deep understanding, we immediately confront the issue of how to create programs that have the potential to meet each of these goals.

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