All students—regardless of background, language, or learning differences—deserve access to rigorous, high-quality mathematics instruction.
-
Rethinking Disability and Mathematics Rachel Lambert) emphasizes the need for multiple entry points, flexible scaffolding, and UDL to support all learners.
-
Mathematical Mindsets (Jo Boaler) and Mindset (Carol S. Dweck) reinforce that ALL students are capable of mathematical success when given the right support and opportunities.
Rather than assuming some students are naturally “good at math” while others are not, research shows that high expectations, meaningful engagement, and strategic support help all students thrive.
-
The Opportunity Myth (TNTP) highlights how students, particularly those from historically marginalized groups, often receive assignments that are below grade level, limiting their potential.
-
The Math Pact (Karen S. Karp, Sarah B. Bush, & Barbara J. Dougherty) reinforces the importance of consistent language, notation, and representations across classrooms to prevent confusion and strengthen coherence for all students.