Classroom equity through interests: making maths accessible to all primary school learners

Classroom equity through interests: making maths accessible to all primary school learners

3-4 minute read 

In every classroom, teachers face a common challenge: how to make maths accessible to all learners – from those who grasp concepts quickly to those who need extra time and support. This is definitely the case in maths teaching during the formative primary school years.

Equity in maths isn’t about giving every student the same task; it’s about ensuring every student has the opportunity to engage, understand, and succeed.

One of the most effective, research-backed ways to achieve this is through interest-based learning – designing maths experiences that connect with students’ personal passions, backgrounds, and experiences.

Student interest as an equity lever

Equity in education means creating learning conditions where every child, regardless of background, can participate meaningfully and feel a sense of belonging. In maths, this is particularly important, as many students begin to internalise the belief that they are either “maths people” or “not.” Research shows that when students see mathematics as relevant to their lives, they are more likely to engage and persist (Boaler, 2019).

By drawing from diverse, timely and culturally relevant contexts, teachers show students that maths belongs to everyone, not just those who fit a traditional “maths” mould.

When teachers incorporate students’ interests – such as sports, music, gaming, or social causes – into mathematical problems, they make learning more inclusive. For instance, a problem involving cricket statistics might resonate with one group of learners, while another might connect with a problem about designing a sustainable garden. By drawing from diverse and culturally relevant contexts, teachers show students that maths belongs to everyone, not just those who fit a traditional “maths” mould.

What the research tells us

Recent studies have emphasised the link between relevance, engagement, and equity. Hannula et al (2016) found that student engagement in mathematics increases when tasks are designed with personally meaningful contexts. Such engagement is not only motivational but cognitive – students reason more deeply when they care about the context of the problem.

Meanwhile, Horn (2020) highlights that equitable maths classrooms provide opportunities for all students to see themselves as capable mathematicians. Interest-based tasks play a critical role in achieving this because they lower the affective barriers – anxiety, self-doubt, or cultural disconnection – that often inhibit participation. When students recognise aspects of their own lives in the problems they solve, they are more willing to take risks, ask questions, and persevere.

Additionally, Aguirre, Mayfield-Ingram, and Martin (2013) propose a framework for “culturally responsive mathematics teaching,” in which teachers intentionally use students’ lived experiences and community knowledge as foundations for learning. While not all interest-based teaching is explicitly cultural, the principle is similar: connecting maths to what students value helps dismantle invisible barriers to access.

Practical ways to embed interests in maths

Interest-driven learning doesn’t require an overhaul of the curriculum – it’s about being responsive and intentional. Here are some ways teachers can build equity through interests:

• Encourage choice. Offer parallel tasks – for instance, two word problems with the same mathematical goal but different themes. Choice supports autonomy and engagement (Deci & Ryan, 2017).
• Connect to real-world issues. Contexts such as budgeting, sustainability, or design projects can empower students to see maths as a tool for understanding and improving their world.
• Promote discussion and reflection. Ask students how the context helped them think about the maths differently. Reflection deepens both understanding and belonging.

Equity beyond engagement

Using interests to make maths more accessible is not just about enjoyment – it’s about justice. When teachers draw on diverse cultural references and student experiences, they validate each child’s identity. This sends a powerful message: you belong here, and maths belongs to you.

As Boaler (2019) argues, equitable maths teaching gives students access to powerful knowledge and helps them build positive mathematical identities. Relevance and representation are not “extras” – they are essential conditions for equity.

When a classroom honours the full spectrum of its learners – their identities, interests, and experiences – maths transforms from a subject that excludes to one that empowers. Interest-based learning isn’t just engaging; it’s a pathway to fairness, confidence, and understanding for every child.

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Classroom tip

You may love the idea of boosting maths equity in your classroom by including your students’ interests in worded maths questions, but your already heavy load as a teacher makes it hard. You need to find the time, the focus and the headspace to prepare them. And that’s where Matharoo can help. 

Matharoo produces fresh-weekly worded problem sheets for primary school-aged learners featuring questions drawn from last week’s current events, pop culture and sports news stories. They’re written specifically to be of interest to primary school-aged kids, ready-to-go. And written by qualified educators, Matharoo is curriculum-aligned so will be the perfect supplement to your existing lesson plan.  

Kids love Matharoo, teachers say it’s a weekly delight, and parents say they notice the difference in their kids’ attitudes to maths. Matharoo brings real-world relevance to maths, making it meaningful and fun for young learners.  

Watch as maths comes alive for your students. Join the Matharoo crew. 

References

Boaler, J. (2019). Limitless mind: Learn, lead, and live without barriers. HarperOne.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. doi.org/10.1521/978.14625/28806

Horn, I. S. (2020). Motivated: Designing math classrooms where students want to join in. Heinemann.

Hannula, M.S. et al. (2016). Attitudes, Beliefs, Motivation, and Identity in Mathematics Education. In: Attitudes, Beliefs, Motivation and Identity in Mathematics Education. ICME-13 Topical Surveys. Springer, Cham. doi.org/10.1007/978-3-319-32811-9_1