ABSTRACT
This final section begins appropriately with George Stanic’s words since they capture a central problem to overcome if we are serious about equity and school mathematics. We hold many assumptions about mathematics and mathematics as it is practiced in schools. As discussed in this book, many of us assume that mathematics is a given, a static body of knowledge invented by White men many years ago. We assume no relationship between mathematics and culture, including the political ways in which it is used. We believe that only some students are capable of learning mathematics. And, furthermore, we assume that mathematics is a necessary part of the school curriculum since we believe that our increasingly technological society will require a mathematically literate citizenry.
