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Equity: Using Mathematical Argumentation to Support All Students

Access to mathematical argumentation is an equity issue. Every student should have access to this high-level disciplinary practice. Providing this access in elementary and middle school puts students on a path to higher level mathematics in high school and college. Current research indicates that about a third of the difference in mathematics achievement between students of color and white students, and between students from low- and high-income families, is attributable to the opportunity to learn high-level mathematics that they are given in class (Schmidt, Burroughs, Zoido, & Houang, 2015). The techniques in this found in our model and resources provide practices that support equitable access to high-level mathematics.

Learn more a about mathematical argumentation and equity by reading our blog posts:

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