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National Standards National Science Education Standards Teaching Standard B: Teachers of science guide and facilitate learning. In doing this, teachers:
In all aspects of science learning as envisioned by the Standards, skilled teachers recognize the diversity in their classes and organize the classroom so that all students have the opportunity to participate fully. Teachers monitor the participation of all students, carefully determining, for instance, if all members of a collaborative group are working with materials or if one student is making all the decisions. This monitoring can be particularly important in classes of diverse students, where social issues of status and authority can be a factor. Teachers of science orchestrate their classes so that all students have equal opportunities to participate in learning activities. Students with physical disabilities might require modified equipment; students with limited English ability might be encouraged to use their own language as well as English and to use forms of presenting data such as pictures and graphs that require less language proficiency; students with learning disabilities might need more time to complete science activities (page 32, 36-37).
Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers:
Respect for the ideas, activities, and thinking of all students is demonstrated by what teachers say and do, as well as by the flexibility with which they respond to student interests, ideas, strengths, and needs. Whether adjusting an activity to reflect the cultural background of particular students, providing resources for a small group to pursue an interest, or suggesting that an idea is valuable but cannot be pursued at the moment, teachers model what it means to respect and value the views of others. Teachers teach respect explicitly by focusing on their own and students' positive interactions, as well as confronting disrespect, stereotyping, and prejudice whenever it occurs in the school environment. Science is a discipline in which creative and sometimes risky thought is important. New ideas and theories often are the result of creative leaps. For students to understand this aspect of science and be willing to express creative ideas, all of the members of the learning community must support and respect a diversity of experience, ideas, thought, and expression. Teachers work with students to develop an environment in which students feel safe in expressing ideas (page 45-46). Reprinted with permission from the National Research Council's National Science Education Standards.
The latest edition of the Principles and Standards for School Mathematics was released during the NCTM 78th Annual Meeting in April 2000 and incorporates a clear set of principles that accompany the standards. The first of the six principles for school mathematics addresses this overarching theme:
All students must have the opportunity to study and the support to learn mathematics, regardless of backgrounds, personal characteristics, and physical challenges. This does not mean that each student should receive identical instruction; rather, appropriate accommodations should be made so that access and attainment is a reality for all students (page 12).
Equity in mathematics education challenges the belief held by many in North America that only certain students are capable of learning mathematics. Traditionally, non-native speakers of English, females, students with disabilities, and many nonwhite students have been more likely than their counterparts in other demographic groups to be the victims of low expectations. Teachers can communicate high expectations in their interactions with students during classroom instruction, through comments on student papers, when assigning students to instructional groups, through presence or absence of consistent support for students who are striving for high levels of attainment, and in their contact with significant adults in a student's life.
In addition to high expectations, students need access to an excellent, equitable mathematics program that provides strong support for their learning and responsiveness to their prior knowledge, intellectual strengths, and personal interests. For example, non-native speakers of English may need assistance to allow them to participate fully in classroom discussions or assessment accommodations so that their understanding is not only assessed in English. More time to finish assignments might be necessary for students with disabilities while students with exceptional talent may require additional enrichment activities to engage them (page 13).
It has been well documented that all students can learn mathematics when they have access to high quality instructional programs supporting their learning. To achieve equity in schools, instructional tools, curriculum materials, special supplemental programs, and community resources play important roles. Professional development for teachers is also a key component. Finally, teachers must understand and confront their own beliefs and biases in order to accommodate differences among students effectively and sensitively (page 13). National Council of Teachers of Mathematics (2000). 
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