Classroom communities should embrace individuals and foster communication; to this end, the MT Editorial Panel requests submissions on how to capitalize on the strengths that cultural, racial, and linguistic diversity bring to the classroom.

### Jason Lee O'Roark

After teaching high school mathematics in Maryland for three years, I began teaching sixth-grade mathematics in one of the best school districts in Pennsylvania (according to state test scores) and have been teaching there for the past six years. My high school teaching background led me to differentiate differently from my colleagues. I share my observations of the result of the differences in methodology and my conclusions from those observations, and I offer a plan to implement changes in the way that mathematics is taught.

### Lisa Berger

An analysis of problems from state assessments and other sources helps preservice teachers discover analogous mathematical representations.

### Marion D. Cohen

Studying mathematics-related fiction and poetry helps students develop an appreciation for both mathematics and literature and an understanding of the connection between the two.

### Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis and Jared Bukarau

What can American teachers learn about high-quality mathematics instruction from the Japanese teacher education process?

### David W. Stinson

This article shows how equity research in mathematics education can be decentered by reporting the “voices” of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using post-structural theory, the concepts discourse, person/identity, and power/agency are reinscribed or redefined. The article also shows that using a post-structural reinscription of these concepts, a more complex analysis of the multiplicitous and fragmented robust mathematics identities of African American male students is possible—an analysis that refutes simple explanations of effort. The article concludes, not with “answers,” but with questions to facilitate dialogue among those who are interested in the mathematics achievement and persistence of African American male students—and equity and justice in the mathematics classroom for all students.

### Laurie H. Rubel, Michael Driskill and Lawrence M. Lesser

Redistricting can provide a real-world application for use in a wide range of mathematics classrooms.

### Kelly Cline, Jean McGivney-Burelle and Holly Zullo

Voting in the classroom can engage students and promote discussion. All you need is a good set of questions.

### Christina M. Punches-Guntsch and Erin N. Kenney

Teachers in an urban high school design a learning environment for at-risk mathematics students.

### Jan A. Yow

Mathematics anxiety among students and their parents has been documented for years (Fiore 1999; Jackson and Leffingwell 1999). As a classroom teacher, I saw it often in the eyes of my students on the first day of class. Now, as a mathematics teacher educator, I see a passion for mathematics in the eyes of my preservice teachers. How students feel about mathematics makes a difference in how they will learn and how they will teach (Hembree 1990). As a result of research and my own experience, the first assignment that I give students each year is to write a mathematics autobiography. In addition, I ask their parents to write a letter that introduces me to their son or daughter.