Mathematics teaching and learning: Equality ≠ equity

Vicki D Ross, Shannon M Guerrero, Elissa Fenton

Research output: Chapter in Book/Report/Conference proceedingChapter


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.

Original languageEnglish (US)
Title of host publicationSocial Justice Instruction
Subtitle of host publicationEmpowerment on the Chalkboard
PublisherSpringer International Publishing
Number of pages14
ISBN (Electronic)9783319123493
ISBN (Print)9783319123486
StatePublished - Jan 1 2016


  • Competition mathematics teaching and learning
  • Continuity
  • Diversity
  • Equity
  • Experience
  • Interaction
  • Pragmatic understanding of diversity
  • Situation

ASJC Scopus subject areas

  • General Social Sciences


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