ABSTRACT
The researchers in this special issue of Mathematics Teaching and Learning turn their gazes toward home and community contexts and parental perspectives on mathematics learning to investigate a continuing challenge identified by educators and policymakers: inequities in achievement and participation in mathematics for poor students and students of color. As is increasingly the case in mathematics education as a whole, theoretical insights and conceptual frameworks drawn from disciplines other than mathematics education are used by the authors to analyze and conceptualize the interactions of racial, ethnic, and class identities, in the home and school mathematics learning contexts, that are at the centers of their studies. J. Anderson and Eva Gold integrate social learning theory and P. Bourdieu's concept of habitus with a sociocultural view of numeracy drawing on New Literacy Studies to consider the ways in which teachers' assumptions about parents' influences on young children's understandings might begin to shape mathematics learning in a preschool setting.
