NCTM Position
Creating, supporting, and sustaining a culture of access and equity require being responsive to students' backgrounds, experiences, cultural perspectives, traditions, and knowledge when designing and implementing a mathematics program and assessing its effectiveness. Acknowledging and addressing factors that contribute to differential outcomes among groups of students are critical to ensuring that all students routinely have opportunities to experience high-quality mathematics instruction, learn challenging mathematics content, and receive the support necessary to be successful. Addressing equity and access includes both ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, linguistic, gender, and socioeconomic groups who attain the highest levels of mathematics achievement.
Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students, a presentation by author Zaretta Hammond.
Access. Equity. Empowerment.
Bring your team and engage in an innovative learning experience for mathematics education. With a focus on access, equity, and empowerment, and designed specifically for teams, you can experience the conference through three different themes:
The Oregon Department of Education will be working to develop an online professional development course on Math Equity during the . ODE staff will be looking for Oregon educators to help pilot these modules during the 2017-18 school year and provide feedback to improve the lessons with the aim of finalizing the course for a wider audience by the Summer of 2018
If you are interested in helping support the work of Equity and Social Justice in math during the 2017-18 school year, then please use the form below to let us know. This work would include helping piloting modules and providing feedback on this work as it develops.
Math in Real Life (MiRL) is a project to help create an environment of innovation in math teaching and learning through regional networks focusing on culturally sustaining strategies and applied mathematics.
The books listed below focus on Equity Leadership.
Additional Resources can be found on the NCSM website.
NCTM (2013). The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices. NCTM
Boaler, Jo (2016). Mathematical Mindsets. Jossey-Bass.
Ricci, Mary Cay (2013). Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools. Prufrock Press, Inc.
Van de Walle, J.A., Karp, K.S., and Bay Williams, J.M. (2009). Elementary and Middle School Mathematics: Teaching Developmentally (7th Edition). Allyn and Bacon.
Carpenter, T., Franke, M.L., and Levi, L. (2003). Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School. Heinemann.
Empson, S.B. and Levi, L. (2011). Extending Children's Mathematics: Fractions and Decimals: Innovations in Cognitively Guided Instruction. Heinemann.
Joyner, J. and Muri, M. (2011). INFORMative Assessment: Formative Assessment to Improve Math Achievement. Math Solutions Publications.
Leinwand, S. (2009). Accessible Mathematics: Ten Instructional Shifts That Raise Student Achievement. Heinemann.
National Research Council (2004). Engaging Schools: Fostering High School Students’ Motivation to Learn. National Academy Press.
National Research Council (2005). How Students Learn: History, Mathematics, and Science in the Classroom. National Academy Press
National Research Council (2001). Adding It Up: Helping Children Learn Mathematics. National Academy Press
Van de Walle, J.A., Karp, K.S., and Bay Williams, J.M. (2009). Elementary and Middle School Mathematics: Teaching Developmentally (7th Edition). Allyn and Bacon.