ABSTRACT
In this section, we address the question of whether there is an identifi able domain characterized as urban mathematics education that differs in important ways or is different from mathematics education, more generally. If so, what features-theoretical, empirical, and ideological-characterize urban mathematics education? While our scholarly perspectives and orientations lead us to take the existence of an urban mathematics education enterprise for granted, 1 its theoretical and empirical robustness are not without debate (e.g., Gutiérrez, 2013; Matthews, 2008; Stinson, 2010; Tate, 2008; Walshaw, 2011). Therefore, it becomes important to unpack and discuss a range of relevant meanings for urban for the following purposes: (1) to circumscribe the conditions, inside and outside of mathematics education, that have given rise to the need for an urbanfocused mathematics education, (2) to understand the signifying 2 roles that the term urban has played, currently plays, and could potentially play, in mathematics education research, policy, and practice, and (3) to discuss the potential of an urban mathematics education enterprise to positively impact mathematics practice in schools and children’s mathematical development, especially those children who live and learn in urban contexts (Walshaw, 2011).
