Mathematics teaching and learning: Equality ≠ equity

Abstract

This chapter explores the idea of making mathematics learning accessible to all students. Five sections present these topics: (1) Commitment in mathematics education community to equity and accessibility are shared; (2) Historical threads that create the characteristics of mathematics education around issues of diversity and social justice are presented; (3) A framework for the pragmatic understanding of diversity within the classroom is proposed; (4) Eight productive beliefs about equity in the teaching and learning of mathematics are introduced; (5) Strategies and practices are suggested as ways of incorporating the productive beliefs into classroom practices.