ABSTRACT
The vision of equity in mathematics education challenges a pervasive societal belief in North America that only some students are capable of learning mathematics. ... Low expectations are especially problematic because students who live in poverty, students who are not native speakers of English, students with disabilities, females, and many nonwhite students have traditionally been far more likely than their counterparts in other demographic groups to be victims of low expectations. Expectations must be raised—mathematics can and must be learned by all students.
