Uses case studies to explore the various issues that arise in teaching. This book presents three public arguments representing different views about the issues that arise in mathematics teaching: conservative, liberal and radical multiculturalist. It is suitable for undergraduate and graduate courses addressing mathematics teaching issues.

Part II presents three public arguments representing different views about the issues that arise in mathematics teaching: conservative, liberal and radical multiculturalist. Part III offers the authors' reflections on the centrality of culture in teaching mathematics, resources and exercises for further reflection, and a bibliography for further reading. "Mathematics and Teaching" is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It is appropriate for any undergraduate and graduate course addressing mathematics teaching issues.

Contents
Series Preface
Preface iii
Acknowledgments ix
Introduction 1
I: CASES AND REACTIONS 10
Introduction to Case 1 10
Case 1: "Race and Teacher Expectations" 11
Reader Reactions 16
Reactions to "Race and Teacher Expectation 17
Reader Reactions to "Race and Teacher Expectations"
Summary and Additional Questions 29
Introduction to Case 2 30
Case 2: "Mathematics for All?" 31
Reader Reactions 35
Reactions to "Mathematics for All?" 36
Reader Reactions to "Mathematics for All?"
Summary and Additional Questions 46
Introduction to Case 3 47
Case 3: "Culture and School Mathematics" 50
Reader Reactions 54
Reactions to "Culture and School Mathematics" 55
Reader Reactions to "Culture and School Mathematics"
Summary and Additional Questions 64
Introduction to Case 4 67
Case 4: "Politics and School Mathematics" 67
Reader Reactions 68
Reactions to "Politics and School Mathematics" 74
Reader Reactions to "Politics and School Mathematics" 68
Summary and Additional Questions 75
Reader Reactions to the Four Cases 89
Reactions to the Four Cases 91

II. Public Arguments 102
A "Conservative View": Mathematics for Global Economic Leadership 104
Comments and Questions 115
A "Liberal View": Equality of Opportunity and School Mathematics in a Democracy 117
Comments and Questions 125
A "Radical Multiculturalist View": Mathematics for Developing Critical Dispositions for Social Reconstruction 128
Comments and Questions 139

III. Concluding Remarks, Some Reflections, and Resources for Further Reflections
The Centrality of Culture: Understanding the Historical, Social, and Political Dimensions of School Mathematics 141
Resources and Exercises for Further Reflection 145
Bibliography 152
Index 164