Increase participation in mathematics

Matyas (1987) and Kulm (1988) (both cited in George, 1994) have developed criteria for equitable and effective mathematics and science teaching to increase the participation of minority, female, and disabled students:

1. Use hands-on activities.

2. Develop problem-solving skills.

3. Foster cooperative learning.

4. Show enthusiasm and have high expectations for all.

5. Use gender- and race-balanced oral and written instructions and materials.

6. Use activities and resources that are familiar within the cultures of a wide variety of students.

7. Include minority, female, and disabled role models in instruction.

In his extensive review of the research entitled Race, Ethnicity, Social Class, Language, and Achievement in Mathematics (1992), Secada also suggests ways to increase the mathematical participation and achievement of diverse students:

• Keep students in school.

• Encourage students to take mathematics courses.

• Provide supplemental support as early as possible, for as long as possible

• Provide instruction in the student's native language

• Use direct instruction for basic skills development or highly structured curricula, and use other forms of instruction for complex curricula that require higher-order thinking skills.

• Use small, cooperative groups frequently, espcially to replace individual seatwork.

• Eliminate traditional tracking.

• If necessary, use ability groups flexibly and for specific academic purposes.

Two of the most highly regarded means of increasing mathematics participation and achievement are to increase enrollments in the so-called "gate-keeper" courses of algebra and geometry and to provide additional support to students in need. These goals are part of the broad purpose of the Equity 2000 project, one of the Illustrative Cases listed in this Critical Issue. Equity 2000's support services are described in detail in What It Takes: Creating a Supportive Climate for Implementation (Jones, 1994a).

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