I believe that there is a need for equity in math for all children but at the same time the journey a child takes to master the concepts can be different from one another. I am a firm believer of differentiated instruction, just like I believe all children can learn different. As educators we must embrace the uniqueness of each child and the way they learn in order to develop instruction and assessments to meet their needs. We must challenge all of our students, but most important we must have high expectations and a belief that all children can learn.
The Equity Principle describes the need for equity in math education for all children. It demands that all children have access to high-quality math education, with high expectations for all learners. It also requires that accommodations are made for learning differences and that all classrooms and students are given the resources and supports they need to be successful. Equity does not mean that all students should receive identical instruction, rather it means that all students should have access to meaningful mathematics and that reasonable and appropriate accommodations be made to promote attainment for all students.
Ways to achieve mathematical success in students are: students should be provided with every opportunity to apply their learning and solve problems in multiple ways, students should have frequent opportunities to discuss and write about various approaches to solving problems, students should be able to apply their mathematical problems to real life situations, and students should be given the tools they need for math whether it is in the form of vocabulary development, and through the use of technology.
Teachers should have a deep understanding of the mathematics they teach, not only to help students learn how to do calculations, but also to help them understand the fundamental principles of mathematics that are the basis for those operations.
Molinar's Math Messages 