NCTM’s position statement on Access and Equity reads:
Creating, supporting, and sustaining a culture of access and equity require being responsive to students' backgrounds, experiences, cultural perspectives, traditions, and knowledge when designing and implementing a mathematics program and assessing its effectiveness. Acknowledging and addressing factors that contribute to differential outcomes among groups of students are critical to ensuring that all students routinely have opportunities to experience high-quality mathematics instruction, learn challenging mathematics content, and receive the support necessary to be successful.
Along these lines, one of TCTM’s goals is to promote a climate that respects and values diversity.
We want to hear from you Tidewater:
When fostering an inclusive math community,
what does differentiation look like in your classroom?
Share your thoughts with us in 2,000 words or less for a chance to be published in this month’s TCTM blog posts, and for a chance to win a prize just for sharing your thoughts. Feel free to include images or other evidence of your work. Submit your response via email to firstname.lastname@example.org.