Overview

Step into K–5 classrooms and examine equitable math instruction. Through authentic cases from current and former math teachers, this book explores the complexities of teaching math in ways that empower every learner. Whether engaging in personal reflection or collaborative professional development, each chapter challenges you to examine your own practice by confronting assumptions, uncovering bias, and reimagining your role as a math teacher or leader. This book features a collection of 20 cases organized around themes of classroom policies and procedures, communication, instructional pedagogies and tasks, and family and community engagement. Designed for K–5 teachers, instructional coaches, and school leaders, every case includes reflection questions and points for consideration to extend thinking and guide ongoing growth. By exploring both equitable and inequitable teaching practices, this book equips you to recognize how instructional decisions can hinder or support access and success for all students. Whether you’re new to the classroom or a seasoned educator, this book invites you to spark meaningful change. It challenges you to question deficit-based assumptions, reconsider traditional notions of who participates and succeeds in math, and critically reflect on your instructional decisions. With insight and inspiration, this book empowers you to cultivate inclusive math classrooms where every student is valued, supported, and positioned to thrive.

Full Product Details

9781032987415

Table of Contents

Reviews

""Promoting Equitable Math Instruction: Exploring Elementary Teachers’ Stories presents cases reflecting real-world and classroom contexts that mathematics teachers often face. I appreciate that the accompanying reflection questions encourage critical examination of teaching practices, communication, and engagement with families. I believe that the cases support professional dialogue, helping individual teachers or teams of teachers to deepen their understanding of equitable mathematics teaching."" Dr. Robert Q. Berry, Past President of the National Council of Teachers of Mathematics (2018–2020) ""Promoting Equitable Math Instruction: Exploring Elementary Teachers’ Stories is an essential read for math teachers, school administrators, and special education and intervention specialists aiming to understand and tackle inequity in math classrooms. The phrase, ""I'm not a math person"" is all too common, reflecting how students' mathematical identities are shaped early on. Elementary teachers play a crucial role in this development. This book provides a framework to counter deficit thinking and recognize how even well-intentioned math practices can inadvertently harm students' identities. Through relatable case studies, the book presents scenarios many educators have likely encountered, allowing readers to examine them from an observer's perspective. The inclusion of noticing frameworks encourages critical reflection, helping readers identify and explore alternative behaviors to address the inequities observed in the case studies. Presenting the points for consideration at the end of the book, rather than at the end of each case, provides readers the space to make their own observations and arrive at their own learning, while still offering guidance toward more equitable, inclusive, and asset-based math teaching practices. The engaging narratives make it a quick yet impactful read, offering valuable insights for promoting equity in math education. This book serves as an excellent professional development resource for administrators seeking to engage their teachers in deep, reflective dialogue that will lead to improved academic, social-emotional, and equitable outcomes for their schools."" Dr. Rachael Mahmood, 2024 Illinois Teacher of the Year, Consultant at Equity Teacher Leader ""Promoting Equitable Math Instruction: Exploring Elementary Teachers’ Stories is a powerful and essential guide that challenges educators to uncover the often-overlooked barriers to student belonging and success. Its powerful scenarios and reflective questions push us beyond judgment, urging a deep examination of our own practices and the systems we uphold."" Kim Broomer, 2025 Washington State Teacher of the Year ""As a National Board Certified teacher in a Title I elementary school, I found this book to be both affirming and eye-opening. The case studies presented were deeply relatable—some mirrored my own lived experiences in the classroom, while others expanded my understanding of equity in ways I hadn’t previously considered. I appreciated the complexity and nuance the authors brought to real-world teaching scenarios, particularly in how race, language, socioeconomic status, and family engagement intersect with math instruction. Even as someone who has served as my school’s equity partner and currently participates in a community of practice focused on family engagement, I found myself reexamining some of my own assumptions and decisions. This book is more than a professional read—it’s a reflective tool that invites educators into critical self-awareness and growth. I highly recommend it to any teacher, coach, or administrator seeking to deepen their equity work in mathematics."" Kathryn Lee, National Board Certified Teacher, Pitt County Schools, North Carolina

""Promoting Equitable Math Instruction: Exploring Elementary Teachers’ Stories presents cases reflecting real-world and classroom contexts that mathematics teachers often face. I appreciate that the accompanying reflection questions encourage critical examination of teaching practices, communication, and engagement with families. I believe that the cases support professional dialogue, helping individual teachers or teams of teachers to deepen their understanding of equitable mathematics teaching."" Dr. Robert Q. Berry, Past President of the National Council of Teachers of Mathematics (2018-2020) ""Promoting Equitable Math Instruction: Exploring Elementary Teachers’ Stories is an essential read for math teachers, school administrators, and special education and intervention specialists aiming to understand and tackle inequity in math classrooms. The phrase, ""I'm not a math person"" is all too common, reflecting how students' mathematical identities are shaped early on. Elementary teachers play a crucial role in this development. This book provides a framework to counter deficit thinking and recognize how even well-intentioned math practices can inadvertently harm students' identities. Through relatable case studies, the book presents scenarios many educators have likely encountered, allowing readers to examine them from an observer's perspective. The inclusion of noticing frameworks encourages critical reflection, helping readers identify and explore alternative behaviors to address the inequities observed in the case studies. Presenting the points for consideration at the end of the book, rather than at the end of each case, provides readers the space to make their own observations and arrive at their own learning, while still offering guidance toward more equitable, inclusive, and asset-based math teaching practices. The engaging narratives make it a quick yet impactful read, offering valuable insights for promoting equity in math education. This book serves as an excellent professional development resource for administrators seeking to engage their teachers in deep, reflective dialogue that will lead to improved academic, social-emotional, and equitable outcomes for their schools."" Dr. Rachael Mahmood, 2024 Illinois Teacher of the Year, Consultant at Equity Teacher Leader ""Promoting Equitable Math Instruction: Exploring Elementary Teachers’ Stories is a powerful and essential guide that challenges educators to uncover the often-overlooked barriers to student belonging and success. Its powerful scenarios and reflective questions push us beyond judgment, urging a deep examination of our own practices and the systems we uphold."" Kim Broomer, 2025 Washington State Teacher of the Year ""As a National Board Certified teacher in a Title I elementary school, I found this book to be both affirming and eye-opening. The case studies presented were deeply relatable—some mirrored my own lived experiences in the classroom, while others expanded my understanding of equity in ways I hadn’t previously considered. I appreciated the complexity and nuance the authors brought to real-world teaching scenarios, particularly in how race, language, socioeconomic status, and family engagement intersect with math instruction. Even as someone who has served as my school’s equity partner and currently participates in a community of practice focused on family engagement, I found myself reexamining some of my own assumptions and decisions. This book is more than a professional read—it’s a reflective tool that invites educators into critical self-awareness and growth. I highly recommend it to any teacher, coach, or administrator seeking to deepen their equity work in mathematics."" Kathryn Lee, National Board Certified Teacher, Pitt County Schools

Author Information

Dr. Monica L. Gonzalez is an Associate Professor of Elementary Mathematics Education at East Carolina University, and a former elementary math teacher and assistant principal. Dr. Alesia Mickle Moldavan is an Associate Professor of Elementary Mathematics and Science Education at Georgia Southern University, and a former secondary math teacher.

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