This document is primarily intended to fuel discussion about the best practices for supporting mathematics competency development in disadvantaged areas.

The first section of this document confirms the importance of taking action in disadvantaged areas, given the lower student success and graduation rates. It defines the concept of “deprivation” and describes its impact on student success in mathematics.

The second section outlines mathematics teaching practices that researchers have deemed effective for the bulk of students. It draws parallels with the Québec Education Program (QEP) and suggests topics for discussion.

The third section indicates which elements, according to researchers, should be the focus of attention in mathematics teaching in disadvantaged areas.