Advancing equity in mathematics education: stories of success

Despite ongoing global efforts to reform mathematics education, students continue to experience inequity and marginalisation in relation to mathematics learning identities, opportunities, outcomes, and advancement.A key focus of this special issue was to avoid 'gap gazing', an approach that emphasises disparities in mathematics education in relation to access and achievement but also neglects critical dimensions of identity and power (Gutiérrez, 2008;Gutiérrez & Dixon-Román, 2011).To achieve this, the special issue focuses on sharing stories of success.Specifically, initiatives that successfully address differing issues of equity related to mathematics teaching and learning across various settings and contexts.These successes are existence proofs and lay the groundwork for building and sustaining mathematics education gateways that enrich and advance mathematical learning for students in and out of school.Equity in mathematics education has many facets including demographic participation (e.g.race, gender, culture, and language background), cultural and linguistic sustenance, engagement with high cognitive demand tasks, access to advanced coursework, assessment outcomes, and resource allocation.Aguirre et al. (2024) provide a holistic working definition of equity in mathematics education that center students' humanity: All students, in light of their humanity-their personal experiences, backgrounds,