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John W. Staley

What does equity and access mean to you? It is the intentional act of providing each learner with what they need (i.e., knowledge, skills, and experiences) so that their future is not limited by our actions. As I think about this question, I

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Katelyn A. Devine

connectivity between these concepts. “For an introduction to the author and the article, see video 1 .” Video 1 Devine Discusses Her Perspective on Equity and Access Watch the full video online . Mathematics is a truly beautiful art. What I

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Richard Kitchen and Sarabeth Berk

In our response to Clements and Sarama (2017), we address the 5 issues that they identify as criticisms of our Research Commentary (Kitchen & Berk, 2016). As in our original commentary, we highlight concerns we have regarding the delivery of CAI programs and potential misuses of CAI, particularly at Title I schools that largely serve historically marginalized student groups. Specifically, we concentrate on how CAI may contribute to underserved students generally experiencing mathematics in impoverished ways that do not align with reforms being advocated by the mathematics education community. We also argue that Clements and Sarama appear to dismiss or ignore our central argument that some CAI programs are not designed or are not being used to support the development of students' mathematical reasoning and fluency.

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S. Leigh Nataro

promoting equity and access in the teaching of mathematics. The information shared through our newsletters and during our webinars provides teachers with quality resources and practical ideas. Webinars are held biweekly from August through June on

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Thomasenia Lott Adams

girls,” “mathematics is boring,” and “only smart kids can do mathematics.” In the quest for a mathematically literate citizenry, all learners are provided opportunities and resources that meet their individual needs (the core of equity and access!) so

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Karen Hollebrands

communication, interaction, and connection. As we worked on these goals, it became clear that attention to issues of equity and access went hand in hand with communication, interaction, and connection. Indeed, our call for a focus issue on equity engaged the

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Alexandra Martinez

: @askmrsmartinez, is the Instructional Coordinator of TK-12 Mathematics for the San Diego Unified School District. She is passionate about community math and is proud to have been a secondary math educator and mentor, and to have served as the Equity and Access

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Maria de Hoyos

experiences led me to realize that equity and access could be improved by adopting a coordinated approach to how I interpreted the curriculum, how I organized my instruction, and—last but not least—how I assessed student learning. Simply changing my

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Angela T. Barlow, Clayton Morgan Edwards, Rebecca Robichaux-Davis,, and Ruthmae Sears

mathematically. This commitment to equity and access was interwoven in all the Front-and-Center articles at varying degrees. We noted, though, that the articles by Dobie and Sherin (2020) , Waller and Marzocchi (2020) , Nabb and colleagues (2020) , and Waid

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Megan H. Wickstrom and Matt B. Roscoe

decision making—strong avenues for increasing equity and access in mathematics. REFERENCES Beckmann , Sybilla . 2018 . Mathematics for Elementary Teachers with Activities . 5th ed. New York : Pearson . Consortium for Mathematics and Its