Equity in mathematics Education

Equity is not the same as equality, however at some point maybe ultimately leading to the same result. On the other hand, equity is achievable if there is equality in the classroom; for example, if teachers regard and value students equally.
I agree with Lubienski that every student should not receive identical instruction and “teachers need to understand and attend to students’ cultural differences” (p.12). Furthermore, I think in a very homogeneous society though considering personal differences students shouldn’t receive identical instruction.
I also agree with Lubienski that states, a sociocultural approach such as changing classroom culture can help make learning mathematics meaningful to both privileged and marginalized social groups. For example, changing classroom environment, and applying small group (rather than whole class) - discussions help students think their ways of thinking are valued. I admit that sometime I think the group – class discussion seems not going anywhere and is wasting time and energy. Nonetheless, I believe the least benefit of it is awareness because during the activity students realize how much they learned. I think the best way of learning mathematics is problem based learning instructional strategy however I would appreciate any instruction strategy that “confers power on individuals” (Gutierrez, p.42). I found Gutierrez’s idea about applying “strategic essentialism” (p.42) fascinating. I too think we must focus on the individuals, since we cannot undo tyranny and oppression as the society cannot change.