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So, if you apply some critical thought here, you might observe that the equitable math may be talking about the right answer in terms of the process. Not questioning whether 1+1=2 is wrong, but whether it make sense to test students on that or try to teach kids to get to 1+1=2. What do you think is better in a class room? The final answer or the process?

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I think both are important. One solution is to give credit for both the work (i.e. the process with which the student attempts to solve the problem) and the correct answer. This is because in real life the correct answer matters, and we should encourage students to be careful with their work to make sure it is correct. I would also encourage students to check their answer if it is simple (i.e. substitute 3 for x and see if the equation holds).

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