This three-part series on equity in mathematics education offers educators opportunities for structured dialogue about three critical areas that must be addressed to advance a more equitable mathematics education system for our students. Following a recent equity in mathematics education position statement, the series seeks to illuminate three areas: students’ identities and classroom experiences (session 1); modernizing mathematical programming (session 2); and the alignment of systems, including those that label, sort and select within the k-12 system, and those that have consequences as students move across systems and institutions (session 3). Each session includes an introduction to the focal area, a briefing on some relevant research and policy documents, structured dialogues, and opportunities to consider one’s own context and goals. As we invite people to this work, we emphasize that definitive answers are in short supply. Rather, we seek to deepen our collective understanding of the many layers and multiple facets of this issue, and begin the work of addressing inequities through collective dialogue and the contextualization of knowledge for practice, as a beginning step toward advancing more equitable systems and outcome in mathematics education.
