This article provides readers with questions to consider as they reflect on the meaning of equity and access in their own setting and ponder possible actions they might take to change the narrative.

Footnotes

Each month, two invited authors reflect on an important mathematics education topic from perspectives of either “Then” (the past) or “Now” (the present with an eye toward the future).

Aguirre, Julia,
KarenMayfield-Ingram, and
DannyMartin. 2013. The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices. Reston, VA: National Council of Teachers of Mathematics.

Aguirre, Julia,
KarenMayfield-Ingram, and
DannyMartin. 2013. )| false

Gutiérrez, Rochelle.2002. “Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda.” Mathematical Thinking and Learning4 (2/3): 145–87.

National Council of Supervisors of Mathematics and TODOS: Mathematics for All. 2016. “Mathematics Education through the Lens of Social Justice: Acknowledgment, Actions, and Accountability.” Position Statement. https://www.todos-math.org/socialjustice

National Council of Supervisors of Mathematics and TODOS: Mathematics for All. 2016. “Mathematics Education through the Lens of Social Justice: Acknowledgment, Actions, and Accountability.” Position Statement. https://www.todos-math.org/socialjustice)| false

National Council of Teachers of Mathematics (NCTM).2018. Catalyzing Change in High School Mathematics: Initiating Critical Conversations. Reston, VA: NCTM.

National Council of Teachers of Mathematics (NCTM).2018. )| false

National Council of Teachers of Mathematics (NCTM).2020. Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations. Reston, VA: NCTM.

National Council of Teachers of Mathematics (NCTM).2020. )| false

National Council of Teachers of Mathematics (NCTM).2020. Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations. Reston, VA: NCTM.

National Council of Teachers of Mathematics (NCTM).2020. )| false