Today, researchers are uncovering new evidence to help solve the long-standing problem of inequitable math instruction. A study published in the journal Science found that the key to equitable math instruction is for teachers to believe that their students are capable of doing good math.

In the study, researchers surveyed over 1,600 middle school math teachers from around the United States, asking them questions about their beliefs about student math ability and their instructional practices. The results showed that when teachers had higher expectations for their students’ math ability, their students were more likely to succeed. This was true regardless of the students’ race, gender, or socio-economic status.

The study also revealed that teachers’ beliefs about their students’ math ability had an effect on their instructional practices. Teachers who believed their students were capable of doing good math were more likely to use instructional strategies that emphasized deep understanding of the material and encouraged students to think critically.

This research shows that when teachers believe their students can do good math, they are more likely to provide equitable instruction. This is an important step towards providing all students with the educational opportunities they deserve.

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source: Phys.org