Mathematical education equity and diversity encompasses a range of goals, including ensuring equal access, eliminating discrimination, and promoting representation, all of which contribute to creating a more just and inclusive mathematics education system.

The Brown v. Board of Education Supreme Court decision in 1954, which declared racial segregation in public schools unconstitutional, was a significant turning point in the fight for mathematical education equity, as it paved the way for desegregation and equal access to education for all students.

The achievement gap refers to the persistent disparity in academic performance between students from different demographic groups, particularly between students from marginalized groups and their peers from more privileged groups.

While cultural differences can influence students' experiences and perspectives in mathematics, they are not a direct cause of the achievement gap. The achievement gap is primarily driven by systemic factors such as poverty, discrimination, and unequal access to resources.

Tracking, streaming, ability grouping, and homogeneous grouping are all terms used to describe the practice of grouping students together based on their perceived academic ability. This practice has been criticized for perpetuating and exacerbating educational inequities.

Lowering academic standards for students from marginalized groups is not a strategy for promoting mathematical education equity and diversity. Instead, it perpetuates the idea that these students are incapable of achieving high levels of academic success.

Mathematics for social justice is a term used to describe the practice of using mathematics to address social justice issues such as poverty, inequality, and discrimination. This approach emphasizes the power of mathematics as a tool for understanding and addressing social problems.

Promoting mathematical education equity and diversity does not perpetuate existing social inequalities. Instead, it works to dismantle these inequalities by providing all students with the opportunity to succeed in mathematics and reach their full potential.

Mathematics for empowerment is a term used to describe the practice of using mathematics to empower marginalized communities. This approach emphasizes the importance of engaging community members in the process of mathematical problem-solving and decision-making.

High expectations from teachers is not a challenge faced by students from marginalized groups in mathematics education. In fact, research has shown that high expectations can be a powerful motivator for students from marginalized groups and can help them to achieve success in mathematics.

Mathematics for social change is a term used to describe the practice of using mathematics to promote social change. This approach emphasizes the importance of using mathematics to address real-world problems and to empower marginalized communities.

Using standardized testing to hold schools accountable is not a strategy for addressing the achievement gap in mathematics. In fact, this approach can actually exacerbate the achievement gap by punishing schools that serve large populations of students from marginalized groups.

Mathematics for equity and justice is a term used to describe the practice of using mathematics to promote equity and justice in society. This approach emphasizes the importance of using mathematics to address social problems and to empower marginalized communities.

Promoting mathematical education equity and diversity does not perpetuate existing social hierarchies. Instead, it works to dismantle these hierarchies by providing all students with the opportunity to succeed in mathematics and reach their full potential.

Mathematics for environmental justice is a term used to describe the practice of using mathematics to address environmental issues. This approach emphasizes the importance of using mathematics to understand and address environmental problems and to promote environmental justice.