The document proposes an integrated model called Integrated Multicultural Instructional Design (IMID) to maximize equity, access, and success for all learners in undergraduate mathematical thinking courses. The model integrates multicultural education, ethnomathematics, and universal instructional design. Increased mathematical literacy is necessary for all to achieve effective global citizenship and participation. Key terms like ethnomathematics and mathematics literacy are defined. A diagram is included to visualize the student-centered and teacher-centered aspects of the proposed inclusive theoretical model.

1. Principles for maximizing equity access and success for all learners Integrated Multicultural Instructional Design student diversity enhancing the educational experience Integrated Multicultural Instructional Design (IMID) for Undergraduate Mathematical Thinking Courses Researchers: Irene Duranczyk & Jeanne Higbee International Conference on Ethnomathematics, 2010 An inclusive theoretical model: Integrating multicultural education, ethnomathematics, and universal instructional design to maximize equity, access, and success for all learners. Increased mathematical literacy necessary for all to achieve effective global citizenship and participation. . Definitions Ethnomathematics: The mathematics which is practised among identifiable cultural groups, such as national-tribal societies, labor groups, children of a certain age bracket, professional classes, and so on. Its identity depends largely on focuses of interest, on motivation, and on certain codes and jargons with do not belong to the realm of academic mathematics. (D’Ambrosio, 1985, p. 45) Mathematics Literacy:An individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of the individual’s life as a constructive, concerned and reflective citizen. (OECD, 2006, p. 72) Apex: Self-actualization Side 1: How we learn/ How we teach Side 4: How we demonstrate what we have learned/ How we assess learning Conclusions Side 2 What we learn/ What we teach Side 3: How we access academic support services / How we support learning Base: Community of postsecondary learners, scholars, and practitioners NOTE: Student Centered Structure – Labeled in Red Teacher Centered Structure – Labeled in Black