-A timely and practical book showing middle and high school math teachers how to enact high-quality, equitable math instruction using dynamic, mathematics-specific technology in their classrooms. -Each chapter includes practical advice, interviews, example lesson plans and tasks, classroom vignettes from real secondary classrooms (with accompany videos) with analysis of authentic student work, teacher reflections, and discussion questions. -Explores math-specific technology tools like dynamic graphing, dynamic geography, interactive applets, computer algebra systems, and more, combined with broader discussions of cultural relevance and changing the narratives about students from marginalized communities. -Accompanied by online support materials including video vignettes of the activities in action in the classroom, as well as downloadable lesson plans, tasks, and templates.

When Critical Multiculturalism Meets Mathematics details the development and outcomes of a teacher professional development project that merged multiculturalism and mathematics. In six compact chapters the authors describe the impetus for their multi-year project and present rich case studies of nine teacher participants. The cases stand alone as compelling reading, yet Marshall et al. extend beyond their distinctiveness to explain the statistical data related to the project's broader impact. Emphasizing both qualitative and quantitative findings makes this book ideal for novice researchers interested in mixed method study. Likewise, the authors unveil the anatomy and a few complexities of conducting research in the real world contexts of schools including participant recruitment and resolution of unanticipated matters that can arise within research teams. A unique twist in the final chapter is Marshall et al.'s critique of their own missteps as researchers, which are used skillfully and unobtrusively to proffer tips for future studies. They conclude by theorizing affirmed intersectionality, identified as the critical element that facilitated teachers' recognition and acceptance of the compatibility between the study's two components.

-A timely and practical book showing middle and high school math teachers how to enact high-quality, equitable math instruction using dynamic, mathematics-specific technology in their classrooms. -Each chapter includes practical advice, interviews, example lesson plans and tasks, classroom vignettes from real secondary classrooms (with accompany videos) with analysis of authentic student work, teacher reflections, and discussion questions. -Explores math-specific technology tools like dynamic graphing, dynamic geography, interactive applets, computer algebra systems, and more, combined with broader discussions of cultural relevance and changing the narratives about students from marginalized communities. -Accompanied by online support materials including video vignettes of the activities in action in the classroom, as well as downloadable lesson plans, tasks, and templates.

When Critical Multiculturalism Meets Mathematics details the development and outcomes of a teacher professional development project that merged multiculturalism and mathematics. In six compact chapters the authors describe the impetus for their multi-year project and present rich case studies of nine teacher participants. The cases stand alone as compelling reading, yet Marshall et al. extend beyond their distinctiveness to explain the statistical data related to the project's broader impact. Emphasizing both qualitative and quantitative findings makes this book ideal for novice researchers interested in mixed method study. Likewise, the authors unveil the anatomy and a few complexities of conducting research in the real world contexts of schools including participant recruitment and resolution of unanticipated matters that can arise within research teams. A unique twist in the final chapter is Marshall et al.'s critique of their own missteps as researchers, which are used skillfully and unobtrusively to proffer tips for future studies. They conclude by theorizing affirmed intersectionality, identified as the critical element that facilitated teachers' recognition and acceptance of the compatibility between the study's two components.