This paper takes a deeper look into the suggestions that the Equity Principle calls for, and expands on what the principle suggest. The Principles and Standards for School Mathematics: Discussion Draft covers the issue of equity fairly sufficiently. The Equity Principle states that "Mathematics instructional programs should promote the learning of mathematics by all students." The idea that stronger instructional mathematics programs exist for every student in every school would eliminate inequity is appropriate. As the Equity Principle mentions, higher expectations, recognizing diversity, and more positive role models seem to be key aspects in ridding schools of inequity. These, along with more competent teachers, are important issues that we must deal with in order to make mathematics classrooms more equitable.

Those groups that traditionally have been victims of inequity, such as poor or minority students, have many obstacles to overcome. Low expectations, inadequate facilities, persistent tracking, less access than others to qualified teachers of mathematics, and fewer opportunities to use technology in school mathematics are some of the barriers these students must face. This paper takes an in-depth look into what causes inequity in urban schools, as well as what we can do to avoid these pitfalls. In addition, the learning styles of minority students are explored, with suggestions on how to improve communication between these students and teachers.

While improved teaching and recognizing diversity is critical, we should also accept that students, because of that diversity, may learn differently. Because the learning of mathematics involves making mathematics meaningful to a student, we must realize that what is meaningful to one student may not be as meaningful to another student. We should adapt instruction to take into account diverse life experiences that different students have and bring to the classroom.

With this, comes the suggestion of an additional phrase that could be added to the Standards Draft Equity Principle. While not deleting or changing any sentences in the Equity Principle, it seemed import to expand on one of the ideas that was presented. It seemed as though we need to explicitly state that diversity should not only be recognized, but also taken into account when instruction is given.