Abstract
In this paper, we sought for instructional methods to guarantee equitable access to successful mathematics learning for students with a low economic status. For the purpose, we analyzed the PISA2012 data to investigate the effect of diversity-inclusive instruction and teacher-student relationship on mathematics achievement of Korean students with a low economic status. The analysis showed that there was a positive correlation between diversity-inclusive instruction and the mathematics achievement of the students. In addition, it indicated a partial mediating effect of teacher-student relationship between diversity-inclusive instruction and the mathematics achievement of the students. Further analysis is necessary to examine the effect of diversity-inclusive instruction on the achievement of students from deprived backgrounds. Based on the results, we discuss the implications for the improvement of mathematics instruction to guarantee educational equity for all students.
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