Table 3.
Main categories, sub-categories, and factors
| Main Category | Description | Sub-category | Factors |
|---|---|---|---|
| Curriculum and instruction |
Teachers’ perspectives on the ways to create access to “all students to a high-quality mathematics curriculum, effective teaching and learning” (NCTM, 2014, p. 1); responsiveness to students’ culture, needs, diverse backgrounds, mathematical knowledge (Gay, 2018) and “teachers’ involvement in curricular decisions” (Cal & Thompson, 2014) Ensuring high-quality mathematics instruction for all students requires high expectations for all students (Gutiérrez, 2012). Teachers’ belief of “All students are capable of participating and achieving in mathematics, and all deserve support to achieve at the highest levels” (NCTM, 2014, p. 63) |
High-quality mathematics instruction (Gutiérrez, 2012; NCTM, 2014) |
Teachers’ vision of high-quality mathematics instruction (Munter, 2014) Student engagement (interaction) Attaining students’ thinking and understanding Nature of the task Teacher factor Teachers’ high expectations for all students (Gutiérrez, 2012; NCTM, 2014) |
| Culturally responsive mathematics teaching (Gay, 2018) | |||
| Teachers’ involvement in curricular decisions (Cal & Thompson, 2014) |
Adjusting curriculum and instruction according to students’ experience, mathematical readiness, and needs (Christenson & Wager, 2012; NCTM, 2014) Pacing Depth |
||
| Support mechanism | Teacher perspectives on the ways of giving the differentiated support and opportunities for all students regardless of their ethnicity, learning barriers, and socioeconomic status to ensure their equal access to mathematical learning (NCTM, 2014) | N/A | After school activities (NCTM, 2014) |
| Extracurricular activities (NCTM, 2014) | |||
| Allocating extra time (Burris et al., 2008). | |||
| Peer learning (O'Donnell & King, 2014) | |||
| Access to resources | The ways of ensuring all students have the access to the same curricular materials (Cal & Thompson, 2014; Gutiérrez, 2012; NCTM, 2014) | N/A | Access to technology (computer etc.) (Cal & Thompson, 2014) |
| Access to manipulatives (Cal & Thompson, 2014) | |||
| Access to Internet | |||
| Access to teacher who teaches mathematics | |||
| Access to same amount of lesson time (Cal & Thompson, 2014) |