Equity is a construct that mathematics teacher educators and researchers have been concerned about for several decades. In 1997, Tate and D’Ambrosio edited a special issue in the Journal for Research in Mathematics Education, where authors shared their thinking about equity issues in school mathematics. Since then, mathematics education researchers (MERs) and mathematics teacher educators (MTEs) have continued to attend to this area. For instance, there have been calls for research that utilizes a sociocultural perspective (Lubienski, 2002), builds on students’ and families’ knowledge as resources for schooling (Civil, 2007), and frames equity from dominant and critical dimensions (Gutiérrez, 2009; Lubienski & Gutiérrez, 2008). In 2015, the Association of Mathematics Teacher Educators’ (AMTE) position statement defined equity as “access to high-quality learning experiences; inclusion for all learners, mathematics educators, and mathematics teacher educators; and respectful and fair engagement with others” (AMTE, 2015, p. 1). More recently, MERs have called for equity as an intentional, collective professional responsibility (Aguirre et al., 2017) and described research-based equitable mathematics teaching practices (Bartell et al., 2017). The field has shifted from viewing equity as a stand-alone research area to encompassing all aspects of our practices as MERs and MTEs.