The purpose of this book is to bring together readings which explore the culture of learning in a mathematics classroom. These readings show how knowledge of this culture assists teachers and learners to improve the teaching and learning of mathematics and to address concerns of social justice and the need for equity. Most educators and researchers assume that there are relationships between teachers’ experience of and beliefs about mathematics, the classroom atmosphere they develop, the experience of learners in those classrooms and the resulting attainment in and attitude to mathematics. These are relationships that researchers try to demonstrate, and it is not easy. In recent years many researchers.
