Contributors

Dedication

Preface

Part 1\nThe Theoretical Landscape

Chapter 1.1\nDisrupting Development as the Quality / Equity Discourse: Cyborgs and Subalterns in School Technoscience\nAnna Chronaki

Chapter 1.2\nBeyond Gap Gazing: How can Thinking about Education Comprehensively Help Us Re(envision) Mathematics Education?\nRochelle Gutierrez and Ezekiel Dixon -Roman

Chapter 1.3.\nBeyond Disavowing the Politics of Equity and Quality in Mathematics Education\nAlexandre Pais and Paola Valero

Chapter 1.4.\nDoes Every Child Count? Quality, Equity and Mathematics within Neoliberalism\nAnna Llewellyn and Heather Mendick

Chapter 1.5\nQuality and Equity in Mathematics Education as Ethical Issues\nBill Atweh

Chapter 1.6\nGhettoes in the Classroom and the Construction of Possibilities\nOle Skovsmose and Miriam Godoy Penteado

Chapter 1.7\nIdentity as the Cornerstone of Quality and Equitable Mathematical Experiences\nMargaret Walshaw

Chapter 1.8\nA Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education\nGail E. FitzSimons

Chapter 1.9\nEditor\'s Reaction\nThe Theoretical Landscape\nWalter G. Secada, University of Miami (editors reaction)

Part 2\nMapping Social Construction and Complexities

Chapter 2.1\nEquity in Quality Mathematics Education: A Global Perspective\nMurad Jurdak

Chapter 2.10\nHow Many Sides Does a Box Have? The Struggle to Respect Young People\'s Thinking\nJulian Weisglass

Chapter 2.11\n\'Sometimes I think Wow I\'m doing Further Mathematics...\': Balancing Tensions Between Aspiring and Belonging\nCathy Smith

Chapter 2.12\nEditor\'s Reaction\nMapping Social Constructions and Complexities\nPaola Valero

Chapter 2.2\nEffects of Student-Level and School-Level Characteristics on the Quality and Equity of Mathematics Achievement in the United States: Using Factor Analysis and Hierarchical Linear Models to Inform Education Policy\nMack C. Shelley and Wenyu Su

Chapter 2.3.\nEquity and Quality Issues in Mathematics Education in Malawi schools\nMercy Kazima and Ch. Mussa

Chapter 2.4\nLooking for Equity in Policy Recommendations for Instructional Quality\nEnakshi Bose and J. Remillard

Chapter 2.5\nWhose \'Quality\' and \'Equity\'? The Case of Reforming 14-16 Mathematics Education in England\nAndy Noyes

Chapter 2.6\nEquity and Quality of Mathematics Education: Research and Media PortrayalsHelen J. Forgasz and Gilah C. Leder

Chapter 2.7\nEquity Concerns About Mathematical Modelling\nEva Jablonka and Uwe Gellert

Chapter 2.8\nEquity and the Quality of the Language used in Mathematics Education\nMarcus Schütte, Gabriele Kaiser

Chapter 2.9\nFoundational Mathematics: A Neglected Opportunity\nJennifer S. McCray and Jie-Qi Chen

Part 3\nLandmarks of Concern

Chapter 3.1\nStudents with \'Special Rights\' for Mathematics Education\nAnn Gervasoni and Lena Lindenskov

Chapter 3.10.\nWhat Does Quality Mean in the Context of White Institutional Space?\nDanny Bernard Martin

Chapter 3.11\nPart III\nEditor\'s Reaction\nLandmarks of Concern\nMellony Graven

Chapter 3.2.\nFemales in Mathematics: Still on the Road to Parity\nLynda R. Wiest

Chapter 3.3.\nQuality and Equity in Mathematics Education: A Swedish Perspective\nInger Wistedt & Manya Raman Sundström

Chapter 3.4.\nEquity Issues Concerning Gifted Children in Mathematics: A Perspective From Mexico\nAsuman Oktaç and Solange Roa Fuentes and Marco Antonio Rodríguez Andrade

Chapter 3.5.\nEnhancing Quality and Equity in Mathematics Education for Australian Indigenous Students\nSharon Cooke, Peter Howard, Kevin Lowe and Bob Perry

Chapter 3.6.\nQualities of Respectful Positioning and their Connections to Quality Mathematics\nLisa Lunney Borden and David

Chapter 3.7\nThe Effects of Poverty and Language on Mathematics Achievement\nfor English Language Learners\nClara Lee Brown and Jo Ann Cady and Cheryl A. Lubinski

Chapter 3.8.\nToward a Framework of Principles for Ensuring Effective Mathe