On the contrary, everyone needs to understand mathematics. All students should have the opportunity and the support necessary to learn significant mathematics with depth and understanding. There is no conflict between equity and excellence. Principles and Standards calls for a common foundation of mathematics to be learned by all students. This approach, however, does not imply that all students are alike.
Students exhibit different talents, abilities, achievements, needs, and interests in mathematics.
Nevertheless, all students must have access to the highest-quality mathematics instructional programs. Students with a deep interest in pursuing mathematical and scientific careers must have their talents and interests engaged. Likewise, students with special educational needs must have the opportunities and support they require to attain a substantial understanding of important mathematics. A society in which only a few have the mathematical knowledge needed to fill crucial economic, political, and scientific roles is not consistent with the values of a just democratic system or its economic needs. The vision described at the beginning of this chapter is idealized.