Michele D. Crockett is an assistant professor in the Mathematics, Science and Technology division, Department of Curriculum and Instruction, at the University of Illinois at Urbana-Champaign She is a Spencer/National Academy of Education Postdoctoral Fellowship recipient. Her research interests focus on professional development in mathematics education and school reform.

• Selected Contents:Table of ContentsSeries Preface iiiPreface ivAcknowledgments xIntroduction 1 PART I: CASES AND REACTIONS 12Introduction to Case 1 12Case 1: "Race and Teacher Expectations" 13Reader Reactions to "Race and Teacher Expectations" 19Reactions to "Race and Teacher Expectation 20Summary and Additional Questions 34Introduction to Case 2 35Case 2: "Mathematics for All?" 36Reader Reactions to "Mathematics for All?" 42Reactions to "Mathematics for All?" 43Summary and Additional Questions 55Introduction to Case 3 57Case 3: "Culture and School Mathematics" 59Reader Reactions to "Culture and School Mathematics" 64Reactions to "Culture and School Mathematics" 65Summary and Additional Questions 76Introduction to Case 4 79Case 4: "Politics and School Mathematics" 81Reader Reactions to "Politics and School Mathematics" 87Reactions to "Politics and School Mathematics" 88Summary and Additional Questions 104Reader Reactions to the Four Cases 107Reactions to the Four Cases 108Part II. Public Arguments 119A "Conservative View": Mathematics for Global Economic Leadership 122Comments and Questions 135A "Liberal View": Equality of Opportunity and School Mathematics in a Democracy 138Comments and Questions 147A "Radical Multiculturalist View": Mathematics for Developing Critical Dispositions for Social Reconstruction 150Comments and Questions 164Part III. Concluding Remarks, Some Reflections, and Resources for Further Reflections

"The book uses case stories and reactions to those stories to explore various dimensions of the relationships among mathematics, schools, and culture…I can imagine using the cases and political arguments presented in Mathematics and Teaching with a number of audiences…The book itself includes reactions from parents, grandparents, school board members, administrators, and other professionals associated with K–12 schooling.These audiences are not listed explicitly as intended audiences in the series title, but it seems to me that the author did a very powerful thing by having discussions with such people about the cases and including their comments in the reactions sections. These groups can be influential in decision-making processes and are critical in the support structure for teachers who are trying to be maximally effective for all students."--Teri J. Murphy, MAA Reviews (2009)

Michele D. Crockett is an assistant professor in the Mathematics, Science and Technology division, Department of Curriculum and Instruction, at the University of Illinois at Urbana-Champaign She is a Spencer/National Academy of Education Postdoctoral Fellowship recipient. Her research interests focus on professional development in mathematics education and school reform.

• Selected Contents:Table of ContentsSeries Preface iiiPreface ivAcknowledgments xIntroduction 1 PART I: CASES AND REACTIONS 12Introduction to Case 1 12Case 1: "Race and Teacher Expectations" 13Reader Reactions to "Race and Teacher Expectations" 19Reactions to "Race and Teacher Expectation 20Summary and Additional Questions 34Introduction to Case 2 35Case 2: "Mathematics for All?" 36Reader Reactions to "Mathematics for All?" 42Reactions to "Mathematics for All?" 43Summary and Additional Questions 55Introduction to Case 3 57Case 3: "Culture and School Mathematics" 59Reader Reactions to "Culture and School Mathematics" 64Reactions to "Culture and School Mathematics" 65Summary and Additional Questions 76Introduction to Case 4 79Case 4: "Politics and School Mathematics" 81Reader Reactions to "Politics and School Mathematics" 87Reactions to "Politics and School Mathematics" 88Summary and Additional Questions 104Reader Reactions to the Four Cases 107Reactions to the Four Cases 108Part II. Public Arguments 119A "Conservative View": Mathematics for Global Economic Leadership 122Comments and Questions 135A "Liberal View": Equality of Opportunity and School Mathematics in a Democracy 138Comments and Questions 147A "Radical Multiculturalist View": Mathematics for Developing Critical Dispositions for Social Reconstruction 150Comments and Questions 164Part III. Concluding Remarks, Some Reflections, and Resources for Further Reflections

"The book uses case stories and reactions to those stories to explore various dimensions of the relationships among mathematics, schools, and culture…I can imagine using the cases and political arguments presented in Mathematics and Teaching with a number of audiences…The book itself includes reactions from parents, grandparents, school board members, administrators, and other professionals associated with K–12 schooling.These audiences are not listed explicitly as intended audiences in the series title, but it seems to me that the author did a very powerful thing by having discussions with such people about the cases and including their comments in the reactions sections. These groups can be influential in decision-making processes and are critical in the support structure for teachers who are trying to be maximally effective for all students."--Teri J. Murphy, MAA Reviews (2009)

Michele D. Crockett is an assistant professor in the Mathematics, Science and Technology division, Department of Curriculum and Instruction, at the University of Illinois at Urbana-Champaign She is a Spencer/National Academy of Education Postdoctoral Fellowship recipient. Her research interests focus on professional development in mathematics education and school reform.

• Selected Contents:Table of ContentsSeries Preface iiiPreface ivAcknowledgments xIntroduction 1 PART I: CASES AND REACTIONS 12Introduction to Case 1 12Case 1: "Race and Teacher Expectations" 13Reader Reactions to "Race and Teacher Expectations" 19Reactions to "Race and Teacher Expectation 20Summary and Additional Questions 34Introduction to Case 2 35Case 2: "Mathematics for All?" 36Reader Reactions to "Mathematics for All?" 42Reactions to "Mathematics for All?" 43Summary and Additional Questions 55Introduction to Case 3 57Case 3: "Culture and School Mathematics" 59Reader Reactions to "Culture and School Mathematics" 64Reactions to "Culture and School Mathematics" 65Summary and Additional Questions 76Introduction to Case 4 79Case 4: "Politics and School Mathematics" 81Reader Reactions to "Politics and School Mathematics" 87Reactions to "Politics and School Mathematics" 88Summary and Additional Questions 104Reader Reactions to the Four Cases 107Reactions to the Four Cases 108Part II. Public Arguments 119A "Conservative View": Mathematics for Global Economic Leadership 122Comments and Questions 135A "Liberal View": Equality of Opportunity and School Mathematics in a Democracy 138Comments and Questions 147A "Radical Multiculturalist View": Mathematics for Developing Critical Dispositions for Social Reconstruction 150Comments and Questions 164Part III. Concluding Remarks, Some Reflections, and Resources for Further Reflections

"The book uses case stories and reactions to those stories to explore various dimensions of the relationships among mathematics, schools, and culture…I can imagine using the cases and political arguments presented in Mathematics and Teaching with a number of audiences…The book itself includes reactions from parents, grandparents, school board members, administrators, and other professionals associated with K–12 schooling.These audiences are not listed explicitly as intended audiences in the series title, but it seems to me that the author did a very powerful thing by having discussions with such people about the cases and including their comments in the reactions sections. These groups can be influential in decision-making processes and are critical in the support structure for teachers who are trying to be maximally effective for all students."--Teri J. Murphy, MAA Reviews (2009)