This article discusses key points of a collaborative investigation among a group of middle school teacher-researchers who used the EQUIP assessment tool to gauge and analyze their own discourse methods in "questioning patterns" employed in their mathematics classes. EQUIP (Equity Quantified in Participation) was designed to empower teachers in building more equitable class discussion through use of quantifiable metrics. Investigating and mitigating implicit bias in questions was a key motivator for conducting this research. Results of this study indicate that unconscious bias was present even among teachers who fully support educational equity and strive to conduct a classroom free of gender and/or racial bias. The teacher-participants share results, reflect on the experience, and offer explicit guidance in fostering equity in participation rates of marginalized groups.    

This article is part of a book published by the National Council for Teachers of Mathematics (NCTM): Principles to Actions: Ensuring Mathematical Success for All See Related Materials (right menu) for a link to the full book.