Key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities. Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights on how to develop an effective sociocultural approach to equity in math education. Seeing diversity as an instructional resource rather than as an obstacle to be overcome, this volume: (1) helps to understand the process by which diverse learners experience mathematics education; (2) examines the way students' identities can influence their mathematics learning; (3) describes mathematics education programs that have demonstrated their success with poor, urban, and rural students of color; (4) explains why certain teaching and learning interventions are successful; and (5) offers culturally based approaches to mathematics education, including activities for the classroom. Following a Foreword by James A. Banks and an Introduction by Na'ilah Suad Nasir and Paul Cobb, the following chapters are included: (1) Research, Reform, and Equity in U.S. Mathematics Education (Sarah Theule Lubienski); (2) Paying the Price for "Sugar and Spice": Shifting the Analytical Lens in Equity Research (Jo Boaler); (4) (Re)Defining Equity: The Importance of a Critical Perspective (Rochelle Gutierrez); (5) "So One Question Leads to Another": Using Mathematics to Develop a Pedagogy of Questioning (Eric Gutstein); (6) Transactions of Mathematical Knowledge in the Algebra Project (Frank E. Davis, Mary Maxwell West, James G. Greeno, Melissa S. Gresalfi, H. Taylor Martin, Robert Moses, Marian Currell); (7) Bilingual Mathematics Learners: How Views of Language, Bilingual Learners, and Mathematical Communication Affect Instruction (Judit Moschkovich); (8) Building on Community Knowledge: An Avenue to Equity in Mathematics Education (Marta Civil); (9) Social Valorization of Mathematical Practices: The Implications for Learners in Multicultural Schools (Guida de Abreu, Tony Cline); (10) Identity, Goals, and Learning: The Case of Basketball Mathematics (Na'ilah Suad Nasir); (11) Mathematics Learning and Participation in the African American Context: The Co-construction of Identity in Two Intersecting Realms of Experience (Danny Bernard Martin); and (12) Culture, Identity, and Equity in the Mathematics Classroom (Paul Cobb, Lynn Liao Hodge).