Our Commitment to Equitable Math Learning

Math for Everyone  
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At MIND Education, we believe math is for everyone—because it comes from everywhere and connects us all. Its history, application, and power are woven into every culture and community. Yet, too often, traditional math education does not reflect this reality, and we are committed to changing that. Every student deserves to see their brilliance reflected in the math they learn. That’s why we create experiences that honor unified ways of thinking–through brain-based learning, removing barriers to access. When students have confidence in their problem solving abilities, they don’t just learn math—they own it, shaping a future where everyone has the power to contribute, innovate, and lead.

Our commitment to learning goes beyond conventional methods and results. We remove obstacles that have historically left students behind by prioritizing visual, mastery-based learning. Mathematics is not an abstract exercise of meaningless procedure memorization—it is a way of thinking deeply connected to the world students live in. We create experiences where students see themselves as successful math challenge-solvers, empowering them to recognize math as part of their identity. Students find our games and puzzles universally accessible, engaging, challenging, and fun. We equip educators with tools that foster a love of math and a belief in every student’s potential. We generate high-quality math learning for every community, ensuring that every student has the opportunity to thrive.

For years there was a belief that simply improving underserved students’ access to technology would have a tremendous impact on the achievement and equity gap. But it hasn’t.   

According to the 2018-2019 Annual Infrastructure Report by CoSN (in which the largest number of respondents were from small districts), 92% of respondents reported all schools in their districts are meeting the FCC's short-term goal of 100 Mbps per 1,000 students.

Access to technology (internet, devices) has improved dramatically, though as we learned with the recent COVID-19 school closures, there are still many students for which access is still a barrier. And even when students have access to resources, there is another digital divide that schools are facing—how technology is being used. Equal access to technology is not providing equitable learning opportunities for students. 

The Department of Education’s Office of Educational Technology defined the digital use divide as separating “students who use technology in ways that transform their learning from those who use the tools to complete the same activities but now with an electronic device (e.g., digital worksheets, online multiple-choice tests).” Multiple studies and reports have provided evidence of the digital use divide between underprivileged students in poorer districts, and students in more affluent ones.

At MIND, we believe challenges like the digital use divide contribute to what we call the Experience Gap.

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Every student is capable of being a problem-solver. The way we teach math should evolve to productively engage the full variety of student’s strengths, assets, and creativity. When students see math as something they can tackle or a challenge they can overcome, they see themselves as capable of anything.

At MIND Education, we are not just teaching math—we are reimagining how students experience it. We want every learner to build confidence, embrace challenges, and proudly declare: "I am a math person."

 

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At MIND, 70% of students impacted by our programs are from traditionally underserved populations. Two-thirds of our partner schools serve low-income students. Providing all students with deep conceptual math understanding gives more students the opportunity to pursue careers in STEM.

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Sources: U.S. Department of Commerce, Pew Research Center, National Action Council for Minorities in Engineering, United States Census Bureau

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