ABSTRACT
Th is discussion is structured around the question: How can mathematics teaching be more culturally responsive for ethnically diverse students, and by extension, be more eff ective? Embedded within it are the more specifi c issues of (1) How can middle-class, monolingual European-American math teachers work better with students who are predominately of color, attend schools in poor urban communities, and are oft en multilingual; and (2) how can the general principles of culturally responsive teaching be applied in practice in mathematics education?
