Mathematics teaching and learning: Equality ≠ equity

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: Empowerment 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

  • Social Sciences(all)

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  • Cite this

    Ross, V. D., Guerrero, S. M., & Fenton, E. (2016). Mathematics teaching and learning: Equality ≠ equity. In Social Justice Instruction: Empowerment on the Chalkboard (pp. 185-198). Springer International Publishing.