ABSTRACT
Many hours of concentration, reading, and thinking around Mathematical Relationships in Education: Identities and Participation were behind the formulation of some simple questions: What could be signifi cant for me to write as a reaction to the many voices, perspectives, assertions, and contentions in the 15 core chapters in this book? What do I think I ‘learned’ from the book? How did this book touch or change me? How can I be a participant in the discussions that are behind this collection and the issues that will arise every time a new reader opens its pages?
