Have high expectations for all students
The Equity Principle of the NCTM Principles and Standards for School Mathematics states that: "All students, regardless of their personal characteristics, backgrounds, or physical challenges, must have opportunities to study--and support to learn--mathematics. Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed to promote access and attainment for all students."
Teachers share a responsibility to provide and support learning environments that respond to the unique educational needs of every student. School programs need to ensure that achievement will not depend on a student's race or ethnicity, gender, economic status, or physical or learning disability. Opportunity and access are not enough; teachers must also focus on each student's learning style. By using a broad range of instructional strategies, it is possible to address the educational needs of a greater number of students. These strategies may include:
 | assessing and identifying the learning styles of each student
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| addressing different student learning styles
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| encouraging classroom participation of underrepresented students
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| challenging each student
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| engaging each student in higher-order thinking skills
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| encouraging diverse student cooperation
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| encouraging the use of inclusionary language in the classroom
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| requiring each student to master the same core curriculum
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| accommodating students with special needs.
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By varying instructional strategies and presenting content in a range of formats--including lecture, discussion, small group and individual work, books, video, computer software, or the Internet--a teacher can better meet the needs and address the learning styles of individual students.
