This book explores the connection between the ways people speak
in mathematics classrooms and their opportunities to learn
mathematics. The words spoken, heard, written and read in
mathematics classrooms shape students sense of what mathematics is
and of what people can do with mathematics. The authors employ
multiple perspectives to consider the means for transformative
action with respect to increasing opportunities for traditionally
marginalized students to form mathematical identities that resonate
with their cultural, social, linguistic, and political beings."
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