One of my biggest takeaways from this course is that every student deserves the opportunity to see themselves as a mathematician. Equity in mathematics does not mean giving every student the exact same instruction or assignment. Students have different backgrounds, experiences, strengths, learning needs, and levels of access to resources. As a future teacher, I need to recognize those differences while still maintaining high expectations for every student.
I have learned that students can develop negative beliefs about mathematics when they feel that they are not “good at math” or when they only experience one way of solving a problem. I want my classroom to be a place where students feel comfortable asking questions, making mistakes, trying different strategies, and explaining their thinking. Providing manipulatives, visuals, technology, real-world examples, and opportunities to work with classmates can give students different ways to access mathematical concepts.
I also believe that students' cultures, families, interests, and experiences should be valued in mathematics instruction. Connecting math to students' everyday lives can help them understand why mathematics is important and make learning more meaningful. I want to learn about my students and use those experiences when planning mathematical activities and examples.
As I continue to grow as a teacher, I want to remember that equitable mathematics instruction means giving students what they need to be successful rather than assuming that one approach will work for everyone. My goal is to create a classroom where students know that their ideas matter and where they understand that mathematical ability can grow. Most importantly, I want every student to leave my classroom believing, “I can do math, and I belong in math.”
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