ABSTRACT
The classrooms described in earlier chapters, which were developed by teachers and researchers working as teams over a long period of time, provide existence proofs that classrooms that promote understanding can and do exist. These classrooms were dramatically different from traditional ones, and students who studied in them did come to understand mathematics (see suggested reading list provided with each chapter for more information about student learning). Even with the evidence that such classrooms can exist, a critical question remains: In what ways can many more classrooms be developed so that all students have the opportunity to learn with understanding? The purpose of this chapter is to point the way toward such development.
