This volume contains a number of studies on professional
development that blend issues in mathematics education with issues
of equity. The composition of U.S. schools is becoming more diverse
while the teaching force remains largely White and middle class.
Teachers are thus meeting students who have backgrounds
significantly different from their own. Teaching these diverse
students effectively involves attending to multiple issues that
impact classroom performance, as well as developing multiple
knowledge bases including knowledge of content, and knowledge of
students and their communities. Professional development must
therefore address both mathematics and equity so that student
learning can be enhanced.
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