Access and Equity: Promoting High-Quality Mathematics in Grades 3-5

Promoting empowerment, meaningful participation, and success for each and every student Access and Equity: Promoting High-Quality Mathematics in Grades 3 5 examines the challenges related to access, equity, and empowerment faced by students making the critical transition into mathematics of the third through fifth grades. It provides guidance for making these essential improvements in practice: Finding ways to reframe common beliefs about nondominant students and communities Meeting the linguistic demands in mathematics classrooms for emerging bilingual students Adopting approaches that engage all students in mathematical discourse Implementing professional development that can make an impact with culturally and linguistically diverse students The third through fifth grades are a crucial period when educational imbalances begin to take hold, as inequities in resources and expectations become more pronounced and significant. This book will help teachers provide a challenging, effective mathematics education for each and every student in those classrooms, and thus fully implement the Access and Equity Principle in NCTM s Principles to Actions: Ensuring Mathematical Success for All.

National Council of Teachers of Mathematics (NCTM) is the world’s largest professional organization dedicated to mathematics education. NCTM develops standards, publishes research-based resources, and provides professional learning opportunities to advance the teaching and learning of mathematics at all levels.

Sandra Crespo is a professor of mathematics education at Michigan State University. She investigates equity and social justice in mathematics education and the professional learning of teachers.

Sylvia Celedón-Pattichis is a senior associate dean and professor at the University of New Mexico. Her research centers on mathematics education for bilingual learners and on equity in K–12 education.

Marta Civil is a professor of mathematics education at the University of Arizona. She researches mathematics teaching and learning with a focus on equity, immigrant communities, and bilingual learners.