Participants race across a university campus, completing challenging mathematical tasks that correspond to NCTM's Standards.

Teachers are invited to share a problem with their students and submit interesting solutions to the editors for possible future inclusion in the journal.

### Eric “Rico” Gutstein

This article provides an example of, and lessons from, teaching and learning critical mathematics in a Chicago public neighborhood high school with a social justice focus. It is based on a qualitative study of my untracked, 12th–grade mathematics class, a full–year enactment of mathematics for social and racial justice. Students were Black and Latin@ from a low–income, working–class community with a tradition of resistance. Any neighborhood student could enroll without selection criteria. The class goal was for students to cocreate a classroom in which they would learn and use collegepreparatory, conceptually based mathematics to study and understand social reality to prepare themselves to change it. Through analyzing my practice, I address possibilities and challenges of curriculum development and teaching, examine student learning, and pose questions and directions for further research and practice.

### Toya Jones Frank

.edu , is an assistant professor of Mathematics Education Leadership and Secondary Education at George Mason University in Fairfax, Virginia. Her research focuses on understanding how race impacts mathematics teacher education and enhancing advanced

### Linda B. Griffin

Strategic instructional choices can simultaneously address common decimal misconceptions and help students race toward decimal understanding.

### Na'ilah Suad Nasir and Maxine McKinney de Royston

This article explores how issues of power and identity play out in mathematical practices and offers a perspective on how we might better understand the sociopolitical nature of teaching and learning mathematics. We present data from studies of mathematics teaching and learning in out-of-school settings, offering a sociocultural, then a sociopolitical analysis (attending to race, identity, and power), noting the value of the latter. In doing so, we develop a set of theoretical tools that move us from the sociocultural to the sociopolitical in studies of mathematics teaching and learning.

### Kelly Hagan and Cheng-Yao Lin

./sec., respectively. If the length of the track is 40 feet, when will the green frog, brown frog, and red frog meet at the starting point for the first time after they start the race? Show as many methods as you can to solve this problem. Does the answer depend on the

### Susie Katt and Megan Korponic

hung such that the flat, unpainted surface aligns with the wall, what percentage of the total surface area of the two halves is touching the wall? 26 Shania is part of the PlayItForward team cycling in a race to raise money for youth sports in her town