Have High Expectations for All Students

The Equity Principle of the NCTM Principles and Standards for School Mathematics states that: "All students, regardless of their personal characteristics, backgrounds, or physical challenges, must have opportunities to study—and support to learn—mathematics. Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed to promote access and attainment for all students."3

Teachers share a responsibility to provide and support learning environments that respond to the unique educational needs of every student. School programs need to ensure that achievement will not depend on a student's race or ethnicity, gender, economic status, or physical or learning disability. Opportunity and access are not enough; teachers must also focus on each student's learning style. By using a broad range of instructional strategies, it is possible to address the educational needs of a greater number of students. These strategies may include:

assessing and identifying the learning styles of each student
addressing different student learning styles
encouraging classroom participation of underrepresented students
challenging each student
engaging each student in higher-order thinking skills
encouraging diverse student cooperation
encouraging the use of inclusive language in the classroom
requiring each student to master the same core curriculum
accommodating students with special needs.

By varying instructional strategies and presenting content in a range of formats—including lecture, discussion, small group and individual work, books, video, computer software, or the Internet—a teacher can better meet the needs and address the learning styles of individual students.

National Council of Teachers of Mathematics, Principles and Standards for School Mathematics (Reston, Va.: National Council of Teachers of Mathematics, 2000), p. 12.