In this story, a teenager and his younger brother discuss collecting bottles and cans to purchase a gift for their mother. The story provides a context for students to talk about environmental and economic issues. Students can discuss whether, in a given amount of time, it is more profitable to collect bottles, or cans, or both. They might also want to contact local recycling companies and compare rates, distance, and hours of operation to see which company provides the best deal. This dimension is concerned mainly with interactions between teachers and students and requires a mutual respect for culture, not just in terms of historical contributions and artifacts, but in every aspect of instruction.
Teachers believe that all students can learn mathematics and teach accordingly.
Teachers see themselves as facilitators helping students to construct their own knowledge of mathematics. Teachers understand and accept that learning styles are baseline essentials for providing educational equity in the classroom. Teachers are passionate about content. Teacher-student relationships are fluid, humanely equitable, and extend beyond the classroom into the community. An example of a program that fosters equitable pedagogy is The Algebra Project, a program founded by Robert P. Moses, an African-American mathematician and parent who wanted to ensure that his and other children develop a concrete understanding of algebra.