You may ask yourself, “Who in my class has the potential to do well in math?” The resounding response must be that all children can succeed in math and even find pleasure in doing mathematical tasks (Boaler, 2016). Proficiency in mathematical concepts and competency with mathematical skills are not singular to a particular child, nor is there a certain group of children predisposed to be mathematicians (Boaler, 2016). Math is for ALL; it should be inclusive, transcending labels such as gender, classification (i.e., general education and special education) and ethnicity, among others.

There has been much media coverage recently about “learning loss” that has occurred during the pandemic. Such reports often reference studies that have attempted to predict or measure student performance in reading and mathematics using  common assessment instruments such as the NWEA Map Test (e.g., Kuhfeld et al., 2020) or iReady (Curriculum Associates, 2021). Findings show that, compared to previous school years, students perform lower on these assessments in both reading and mathematics. These studies also show that the most marginalized students are disproportionally affected, with drops in performance being greater for the lowest performing students, and for students attending schools that serve a majority of Black and Latinx students or schools in low-income zip codes.