Math Equitability

What is equity in a mathematics classroom?

Equity is about creating a specialized classroom environment, establishing equal opportunities to learn, and using an appropriate curriculum. As I think of what kind of teacher I want to be, the strongest message that becomes clear to me is that a teacher’s job is to encourage, not discourage. My classroom will serve as a non-threatening, motivating space so that all my students feel free to express their thoughts, share experiences, and discuss differences without worry of ridicule. Equity is about creating a specific classroom environment. All students should be expected to succeed, and I will set my classroom up in a way to communicate that expectation. Furthermore, I see my classroom as a practical, professional, collaborative, dynamic place where students see themselves as valuable members of the classroom in their ultimate preparation to be valuable members of society. I would be an essentialist in the sense that I will expect all my students to work hard and respect each other in their similarities and differences. As students are individuals, each learning in their own unique way, I would incorporate linguistic, visual, auditory, and kinesthetic methods, so they become better problem solvers and thinkers and can make better choices for their future as global citizens. Likewise, all students will have equal opportunities to reach their full potential. I will have a dynamic and “eventful” classroom with activity centers, projects to complete, group and pair collaboration, a corner for quiet reading, a spot to listen to music or contemplate a famous work of art with a pad to write or draw impressions, and a bean bag for the student who has a tummy ache. My students will know who I am because I will share my likes and dislikes and my hopes for myself and for them as well. Most importantly, I will celebrate their success for both the big and small things they do. As a teacher, I am eager to expand my students’ world as well as my own as I take advantage of all the teaching strategies I have learned.  I will be sure to use relevant materials to students’ lives and relate math concepts to their background knowledge. My choices and resources for effective teaching seem endless and will help me in creating an electrifying classroom every single day.

References

Equity-Based Mathematics Teaching Practices. (n.d.). Retrieved January 29, 2021, from https://www.cde.state.co.us/comath/equitybasedmathteachingpractices

Van De Walle, J. A., Karp, K. S., Bay-Williams, J. M., Wray, J., & Todd Brown, E. (2019). Elementary and Middle School Mathematics: Teaching Developmentally (10th ed.). United States of America: Pearson.