Let me ask you something I’ve asked myself many times: Who gets to do the “good math” in our classrooms?

It’s a question that sits at the heart of why I created Structures of Equality. Too often, I saw how we, as educators—with the best intentions—were unintentionally acting as gatekeepers. We were deciding, often without realizing it, which kids were “ready” for rich math based on their ability to calculate quickly or follow a procedure. And because of that, too many of our students were never given the chance to engage in meaningful problem-solving.

Just because a student can’t calculate fluently yet, doesn’t mean they can’t think deeply. And if we’re waiting for fluency before we give them access to the good stuff, we’re not helping them catch up. We’re actually holding them back.

Structures of Equality: A Vision for Access

Structures of Equality wasn’t built as a curriculum. It was built as a commitment: to make math meaningful and accessible for every student. Not just the “high flyers”. Not just the ones who already “get it.” Every child.

At its core, SoE is about helping students make sense of math stories through structure. We model the relationship. We visualize it. We ask, “What’s happening in this story?” long before we ever reach for a number sentence. Why? Because comprehension is the great equalizer. When students understand the situation, they’re in a position to reason, regardless of whether they’ve memorized their facts or mastered a standard algorithm.

And here’s the beautiful part: when students are given access to that structure—to the context, to the model, to the math conversation—they rise. Every time.

We’re Not Creating Calculators

If our goal is to create human calculators, then sure, gatekeep. Drill the basics. Hold students back until they can compute efficiently.

But if our goal is to create problem solvers, and I believe with my whole heart that it is, then we have to do the opposite. We have to open the gate.

Problem solvers reason. They visualize. They ask questions, look for patterns, and test ideas. None of that requires fast facts. All of that requires access.

When we center our classrooms around structure and meaning, we shift the conversation from “Can they get the answer?” to “Can they make sense of the situation?” That shift is what opens the door to powerful math learning for all kids.

Let’s Be Honest About Gatekeeping

This is where it gets uncomfortable. But it’s also where the growth happens.

Gatekeeping shows up when we decide a student isn’t ready for a task because they haven’t mastered certain skills. It shows up when we track kids, even unofficially, by who we think can “handle” the rich problems. It shows up when we pre-teach so heavily that we rob the task of any cognitive demand.

I’ve done it. We’ve all done it. But we can also stop doing it.

When we design instruction around structure, we don’t have to simplify the math, we just have to scaffold the thinking. 

Access Comes Through Structure

Every number story has a structure. And when we teach students to see it, they learn how to navigate math, no matter where they start.

That’s why Structures of Equality exists: to build a path for every learner. Not by lowering the ceiling, but by raising the floor.

When we use structure as the entry point, when we focus on comprehension and representation, we make space for all students to engage in rigorous, meaningful work. We stop gatekeeping. We start trusting.

Open the Gate

So, the next time you’re planning with your team and someone says, “I don’t think they’re ready for this,” pause and ask: “Ready for what? To calculate? Or to think?”

Let’s not wait for perfection before we offer opportunity. Let’s not confuse procedural gaps with cognitive inability. Let’s commit, together, to opening the gate.

Because all kids deserve access to meaningful mathematics. And when we give them that access, they don’t just catch up, they thrive.

📋 Ready to Reflect? Use the Gatekeeping Audit with Your Team

If this blog sparked some reflection, here’s a tool to take the conversation deeper:

Use it to ask:

• Who’s getting access to good math instruction?
• Where might we be unintentionally slowing kids down instead of lifting them up?
• How can we use structure to open the gate, not close it?
  

Access to meaningful mathematics is not a reward for proficiency—it’s the path to it.