ABSTRACT
The editors identify salient themes from the contributions in this volume and consider implications for policy and practice. Themes include: the ‘invisibility’ of mathematics in everyday practices; the fluidity, instability and context-contingency of numeracy practices; the interplay between local and global influences on the continual evolution of numeracy practices; the role of both humans and objects in enacting numeracy practices; and finally the political nature of numeracy as social practice. The findings present both opportunities and challenges for teachers, curriculum writers and policy-makers motivated by social justice.
