When you consider how to make digital math instruction equal and fair for all students, you are likely referring to the concept of digital mathematical equity. Initially, digital mathematical equity may appear to be simple and straightforward. However, as you scratch the surface, you can quickly begin to see how complicated reaching digital mathematical equity has become.
First, it is important to define the two components of digital mathematical equity: mathematical equity and digital equity. According to The National Council of Teachers of Mathematics, creating, supporting, and sustaining a culture of mathematical equity can be defined as:
“being responsive to students' backgrounds, experiences, cultural perspectives, traditions, and knowledge when designing and implementing a mathematics program and assessing its effectiveness. Acknowledging and addressing factors that contribute to differential outcomes among groups of students are critical to ensuring that all students routinely have opportunities to experience high-quality mathematics instruction, learn challenging mathematics content, and receive the support necessary to be successful. Addressing equity and access includes both ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, linguistic, gender, and socioeconomic groups who attain the highest levels of mathematics achievement.”
Even with this comprehensive definition of mathematical equity, the numerous hurdles necessary for both students and teachers to overcome become apparent. Now with this understanding of mathematical equity in mind, let’s define digital equity. ISTE describes digital equity as:
“easier to define than it is to solve. It’s about making sure students have equal access to technology like devices, software and the internet, and that they have trained educators to help them navigate those tools.
That can be a heavy lift when you consider all the types of students on the playing field – those from low-income districts or rural communities, kids with physical or learning challenges, and girls or minority students who are not getting the same opportunities and support that would set them up for careers in tech fields.”
Furthermore, Keith Krueger, CEO of the Consortium for School Networking (CoSN), worries that, “technology will be one more way to expand inequities rather than a bridge to narrow.”
To bring together mathematical equity and digital equity, we can define digital mathematical equity as:
“ensuring students, regardless of who they are, have equal access to technology devices, learning software for these devices, the Internet, and equally-experienced educators to help them navigate those tools while keeping mathematical instruction in mind.”
For teachers, creating digital mathematical equity is complicated at best and seemingly-impossible at worst. Consider all of the variables that mathematics teachers cannot control:
If any one of these variables is changed, the outcome of the student will likely drastically change as well.
As you can imagine, it is extremely difficult for schools and school districts to create and foster digital mathematical equity. As a result, many are struggling to do so.
Here are a few considerations to help improve digital mathematical equity for students: