Mathematics is often called the “universal language.” It underpins science, technology, engineering, and innumerable other aspects of our lives. It might be more accurate to call math the “language of opportunity.”
More than arithmetic or algorithms, math is a gateway to economic mobility. Math gives students the skills to manage complexity, comprehend the systems that shape their lives, and make informed decisions about their futures. However, for many students, math feels less like an opportunity and more like an impenetrable barrier.
How we teach math—or fail to teach it—is vitally important, especially to students already underserved or marginalized. Math education must be reimagined to focus on equity and student well-being. Otherwise, we risk leaving behind students whose potential is unlimited but whose circumstances are constrained by systems that severely limit their options.
California’s Mathematics Framework: A Step Toward Equity
In 2023, California updated its Mathematics Framework to tackle the challenge of equity in math education. This new framework is a comprehensive guideline for K-12 math education in the state and emphasizes equity and access for all students. This more inclusive, asset-based approach values students’ unique cultural and community contexts and integrates these experiences into the learning environment.
The framework also fosters a growth mindset and encourages students to see themselves as capable mathematicians. Through culturally responsive teaching, educators draw on students’ backgrounds to make math more relatable.
Notably, the framework also moves away from outdated practices like tracking, which often segregates students by perceived ability and lowers the bar on the quality of their instruction, which inevitably limits their opportunities. Instead, it promotes heterogeneous grouping, where all students can access high-quality math instruction and learn from one another.
Making Math a Tool for All
The framework challenges educators to see every student as capable of high-level mathematical thinking.
Historically, math has often been a gatekeeper, sorting students into paths that determine their academic and career futures. Too frequently, this sorting has disproportionately excluded students of color, English language learners, and students from low-income backgrounds.