Participants race across a university campus, completing challenging mathematical tasks that correspond to NCTM's Standards.
Bethany A. Noblitt and Brooke E. Buckley
Teachers are invited to share a problem with their students and submit interesting solutions to the editors for possible future inclusion in the journal.
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.