If their understanding is assessed only in English, their mathematical proficiency may not be accurately evaluated. Students with disabilities may need increased time to complete assignments, or they may benefit from the use of oral rather than written assessments. Likewise, students with special interests or exceptional talent in mathematics may need enrichment programs or additional resources to challenge and engage them. The talent and interest of these students must be nurtured and supported so that they have the opportunity and guidance to excel. Schools and school systems must take care to accommodate the special needs of some students without inhibiting the learning of others.
Technology can help achieve equity in the classroom.
Moreover, technology can be effective in attracting students who disengage from nontechnological approaches to mathematics. It is important that all students have opportunities to use technology in appropriate ways so that they have access to interesting and important mathematical ideas. Access to technology must not become yet another dimension of educational inequity. Equity requires resources and support for all classrooms and all students. These examples should become the norm rather than the exception in school mathematics education.