Fostering Equity in the Secondary Mathematics Classroom

Abstract

This thesis highlights the importance of fostering equitable instruction in secondary mathematics classrooms. It focuses on key instructional practices designed to foster equity in the mathematics classroom. Research on the impact of de-tracking, implementation of rich math tasks, and orchestrating productive classroom discourse is reviewed and synthesized to create a professional development workshop unit plan to create a shared vision of equity among secondary mathematics teachers. The unit plan is presented in full and justified using research-based implications to foster equity in secondary mathematics classrooms.