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