Mathematics plays an important role in a society which is saturated with technological and statistical information. Despite its role, mathematics teachers and researchers view pupils' performance in the subject with dissatisfaction. Ordinary level mathematics education in Zimbabwe has been characterised by catastrophic pass rate, persistent dropout, chronic phobia and inequalities. This book deals with the implementation of the equity principle in the teaching and learning of mathematics. It explores factors like soccial class, gender, school culture and language with regards to how they influence pupils' access to excellent mathematics instructional programmes. By reading this book, teachers,researchers and learners will approach the subject with the belief that every child is capable of doing mathematics.