Title

Promoting Equity in Mathematics Classrooms

Document Type

Article

Publication Date

1-2001

Publication Title

Middle School Journal

Volume

Volume 32

Issue

Issue 3

First Page

31

Last Page

35

Abstract

If male and female students are to have equal opportunities for success within and outside of school, teachers must create classrooms that value the mathematical ideas and contributions of all students. Middle school classrooms and teacher education courses have employed several activities to address gender issues and promote a more gender-equitable classroom environment. These include becoming aware of interactions between teachers and students, the draw a mathematician activity, and strategies that invite all students to take part in the mathematics classroom. Although these activities focus on gender issues, they can also be employed to help promote equity among all students.

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