How to promote equity in the maths classroom

What is equity?

Put simply, equity in the maths classroom means that all pupils can succeed in maths. Equity means acknowledging barriers and differences in starting points, and allocating resources accordingly so every child can access what is being taught, and have a genuine chance at success.

We refer to this statement on equity in maths education:

Equity in mathematics education means that all pupils are supported to succeed mathematically. Expert teaching for equitable mathematics education uses an appropriate and inclusive pedagogy and curriculum, recognising systemic barriers to achievement that have historically affected pupils with characteristics such as gender, socio-economic status, ethnicity, special educational needs and disability (SEND). 

How can you promote equity in your classroom?

As a teacher, you will no doubt already be taking steps to promote equity. You will know all your pupils and their needs, and have started to adapt your teaching to ensure that everyone can access your lessons. Perhaps you plan your questions using carefully chosen vocabulary for your EAL pupils, or you select manipulatives that meet your pupils’ sensory needs. We have gathered some of our resources and features to give you even more ideas for making the maths classroom inclusive and equitable.

Equity and oracy

• Our dedicated Oracy webpage is your one-stop shop for all things related to mathematical oracy. It includes our detailed oracy in mathematics framework, and links to podcast episodes and features exploring best practice for oracy-rich maths classrooms.
• Oracy, inclusion and inspection is a blog post in which NCETM Director Charlie Stripp and NCETM Associate Deputy Director and oracy expert Jane Hawkins discuss how oracy is integral to equity and inclusion.
• Mathematical talk as a mechanism for learning explores what oracy looks and sounds like during a primary maths lesson, and includes example oracy prompts designed to bring all pupils into mathematical conversations.

Equity and language

• Mastering Number provides the language to support EAL pupils at a primary school in Preston, as shown in Embedding multiplicative understanding through Mastering Number at KS2.
• Structured language, such as stem sentences, can strengthen oracy, especially for EAL pupils and pupils from disadvantaged backgrounds. Learn how one trust did this in Building consistency and equity in maths provision across a trust.
• Equity for all pupils: Blackpool schools open their classrooms recounts how schools in one of Britain’s most economically-challenged areas are working with their local Maths Hub to ensure all pupils can succeed.

Equity and SEND

• Special Educational Needs and Disabilities (SEND) is a term which encompasses a wide range of additional needs that pupils may have, but teaching for mastery is an inclusive pedagogy for the mathematical learning of all, including those with SEND. 
• Our dedicated SEND webpage includes resources and links to useful features and websites. It’s also where you’ll find the guidance document Teaching for mastery: inclusive by design. This comprehensive guide includes mathematical tasks and lessons which are designed to anticipate and accommodate learners’ needs, and it covers a range of phases.

These are just a few examples of the resources and features across our website which explore equity in the maths classroom. Search ‘equity’ to discover what’s on offer. Equity Leads are working in each hub area to support inclusion for all – find out more by contacting your local Maths Hub.