This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in t[...]
In this book, key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities. Its chapters explore new theoretical perspectives, describe successful clas[...]