ABSTRACT
Formerly a primary school teacher, Andrew Brown now works at the Institute of Education, University of London where he is involved in initial and in-service teacher education, higher degree teaching and research. In this chapter he draws on his research into the linking of home and school through mathematical activity to raise some questions about the extent to which a dialogue between parents and teachers can be achieved. His particular concern is the way in which certain social groups might be placed in disadvantageous positions in relation to schooling. He draws on data collected through his involvement in the IMPACT project over the past two years to explore the processes by which this might happen.
