Explore resources and projects that relate to the work of the Forum for Equity in Elementary Mathematics.
The Big Picture
A Framework for Reflecting about Equity in the Elementary Mathematics Classroom (Russell et. al., 2023) is a tool for educators who want to engage in collaborative reflection on equity, identity, and agency in mathematics learning and teaching. (See the Speaker Series Session.)
Learning Together (Kazemi et al, 2024) offers guidance on fostering collaboration among educators to create dynamic, supportive learning environments that promote growth for both students and teachers.
The Impact of Identity in K-12 Mathematics: Rethinking Equity-Based Practices (Aguirre et. al., 2024), explores how teaching practices influence students’ perceptions of themselves as mathematics learners, emphasizing the need for teachers to engage in critical reflection and embrace equity-based practices.
Choosing to See: A Framework for Equity in the Math Classroom (Seda and Brown, 2021) encourages educators to reimagine mathematics education by centering equity, student potential, and the lived experiences of Black and Brown learners. (Watch the Speaker Series Session.)
Deep and Rigorous Mathematics
Marilyn Burns Math is an online resource that supports K–5 educators in strengthening numeracy and mathematical reasoning. The site offers professional learning resources, tasks, and insights focused on listening to students’ thinking, using mental strategies, and making instructional decisions based on how students’ reason mathematically. (Listen to the Speaker Series Session.)
Interweaving Equitable Participation and Deep Mathematics (Schifter and Russell, 2024) focuses on teaching deep and challenging mathematics while also centering equitable participation for all students. (Listen to the Speaker Series Session.)
Setting Up High-Impact Tasks in Elementary School Math Centers is an Edutopia article by Polly Wagner and Janice Szymaszek that explains how, “math workshop can become integral to the creation of equitable math classrooms and be a place for students to develop strong habits of mind alongside math competencies.” (5/24/24)
Moving Beyond Status in Math Class (Sunkle and Wagner, 2023) explains how “focusing on ideas rather than individual students…can move [math teachers] beyond assumptions that some kids are ‘good’ at math
Choral Counting and Counting Collections (Franke et. al., 2018) explores ways in which two routines can transform your elementary math classroom, your students’ math understanding, and your partnerships with families.
But Why Does It Work? (Schifter and Russell, 2017) explores how to integrate mathematical argument into elementary math instruction.
Connecting Arithmetic to Algebra (Schifter and Russell, 2011) illustrates how investigating the behavior of whole number operations can move K–6 students forward.
Strength-Based Assessment and Accommodation
Listening to Learn is a K–5 digital interview tool created by Marilyn Burns and Lynne Zolli, to help teachers understand how students’ reason numerically. In 1:1 interviews, students solve problems mentally and explain their thinking. The tool captures and maps responses to key reasoning strategies. Individual and class reports support instructional planning grounded in students’ mathematical reasoning.
Rethinking Disability and Mathematics (Lambert, 2024) calls for a shift from deficit thinking to inclusive math teaching and introduces Universal Design (UDL Math) as a framework that supports neurodiverse and students with disabilities through accessible, engaging instruction rooted in their strengths and experiences. (Watch the Speaker Series Session.)
My Kids Can (Storeygard, 2017) and Count Me In (Storeygard, 2012) focus on research-based and field-tested methodologies for teaching math to the range of learners. They describe instructional strategies that move all math learners toward grade-level competency, and help elementary teachers create programs for students with special needs.
Equitable Participation
Intentional Talk and Listening: How to Structure and Lead Productive Mathematical Discussions (Kazemi et. al., 2025) presents a practical framework for planning and facilitating purposeful math talks. This second edition explores the role of children’s and communities’ funds of knowledge and focuses on supporting students’ active participation as listeners and speakers. (Watch the Speaker Series Session.)
Using Student Reflections to Inform Your Small Groups is an Edutopia article by Annie Sussman and Marta Garcia that explains how “using students’ perspectives on math classes to inform your grouping practices can positively impact how they see themselves as math learners.” (12/24/24)
Reflection Tools (Math Equity Forum, 2024) provide a structure for collecting data and engaging in evidence-based reflection about student participation in math discussions and in small group work, and the teaching practices that may affect it. Learn more and download.
Connections to Students, Their Families, and Communities
Cultivating Mathematical Hearts (Aguirre et. al., 2023) advocates for reimagining math education by centering students’ humanity, cultural backgrounds, and lived experiences to create inclusive engaging learning environments. (Watch the Speaker Series Session.)
Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is an online resource that offers tools and strategies to support culturally responsive mathematics teaching and learning. Resources include math modeling routines and tasks to support K-5 educators in creating equitable learning opportunities for their students. (Watch the Speaker Series Session.)
Storytelling Math celebrates children using math in their daily adventures as they play, build, and discover the world around them. Joyful stories and hands-on activities make it easy for kids and their grown-ups to explore everyday math together. Read an article about the project and explore more information about the books. (View the Speaker Series Session.)
Moving Beyond Status in Math Class
In this Edutopia article, Janamarie Sunkle and Polly Wagner explain how “focusing on ideas rather than individual students…can move [math teachers] beyond assumptions that some kids are ‘good’ at math.” (7/24/23)
Collaborating on Equitable Teaching Practices in Math
In this Edutopia article, Marta Garcia (of The Forum) and Polly Wagner discuss how coaches “can create opportunities for teams of teachers to examine and understand beliefs and practices that prohibit students from engaging in ambitious work due to labels that underscore race, poverty, language, and status in general as barriers.” (8/23/21)
[N]ot only do their picture books in the ‘Storytelling Math’ series really show math-related concepts in wonderful contexts, but they reach out and find authors and artists from a wide range of ethnicities and cultural backgrounds.”