ABSTRACT
I still recall the question that my friend Maddie, also an educator, asked me a number of years ago when I was describing an initiative to bring a multicultural program to a particular urban school district. A supporter of multicultural education, she was nonetheless becoming frustrated by the ways in which many districts were implementing it. She was especially concerned that many students from that particular district were doing poorly in school, and she asked impatiently, “But can they do math?”
