## VIM Modules Support Equity Goals

## VIM Equity Collection

To support equitable teaching and learning, we have created five VIM modules highlighting an aspect of the eight Mathematics Teaching Practices and the connection to support equitable mathematics teaching. These modules address equity issues in the following ways:

- Consider how marginalized students can be positioned as powerful mathematical thinkers and doers
- Attend to issues of identity and power
- Support teachers in positioning students as powerful mathematical thinkers and doers

## Launching a Discussion

### Affirming Learners' Identities

Debra (the teacher) launches the Pool Border task in her class. During this whole class discussion, several students share their initial thoughts on how they would go about solving the Pool Border task.

## Matt’s Metaphor

### Including Others as Experts

This class discussion highights how two students, James and Danielle, interpret x differently. Another student, Matt, uses money (quarters) to explain the distinction between the two interpretations.

## Revisiting James & Danielle

### Assigning Mathematical Competence to All Students

Two students share their methods for solving the Growing Dots task, one describing recursive thinking (x + 4) and the other presenting an explicit expression (x4 + 1).

## Ricardo’s Flag

### Discussing Similar Triangles - Positioning Multilingual Learners

After Gabe (the teacher) introduces Ricardo's Flag, a smiliarity task, to his class of English learners, students work in groups iwth Gabe's guidance and questioning. This is followed by whole group sharing and discussion.

## Understanding Amelia

### Empowering Students Mathematically

Amelia explains how she came up with her equation for Schemel's Logo from the visual model. Jason tells how he found the equation from the table, and Amber comments that Jason's table shows that Schemel's Logo is not linear.