Anna ChronakiRochelle Gutiérrez and Ezekiel Dixon-RománAlexandre Pais and Paola ValeroAnna Llewellyn and Heather MendickBill AtwehOle Skovsmose and Miriam Godoy PenteadoMargaret WalshawGail E. FitzSimonsWalter G. SecadaMurad JurdakMack C. Shelley and Wenyu SuMercy Kazima and Chikondano MussaEnakshi Bose and Janine RemillardAndy NoyesHelen J. Forgasz and Gilah C. LederEva Jablonka and Uwe GellertMarcus Schütte and Gabriele KaiserJennifer S. McCray and Jie-Qi ChenJulian WeissglassCathy SmithPaola ValeroAnn Gervasoni and Lena LindenskovLynda R. WiestInger Wistedt and Manya RamanAsuman Oktaç and Solange Roa Fuentes and Marco Antonio Rodríguez AndradePeter Howard and Sharon Cooke and Kevin Lowe and Bob PerryDavid Wagner and Lisa Lunney BordenClara Lee Brown and Jo Ann Cady and Cheryl A. LubinskiKathleen Pitvorec and Craig Willey and Lena Licön KhistyRoni Ellington and Glenda PrimeDanny Bernard MartinMellony GravenBarbara Jaworski and Joao Pedro da Ponte and Maria Alessandra MariottiMartin Mills and Merrilyn GoosMellony Graven and Esme BuytenhuysLiora Linchevski and Bilha Kutscher and Alwyn OlivierBenjamin Hedrick and Douglas EdwardsVirginia R. NelsonAndrew BrantlingerLaura J. Jacobsen and Jean MisteleVilma Mesa and Robert MegginsonÁlvaro Buenrostro and Olimpia FiguerasBill Atweh

Part I The Theoretical Landscape	p. 1
1 Disrupting 'Development' as the Quality/Equity Discourse: Cyborgs and Subalterns in School Technoscience	p. 3
2 Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education?	p. 21
3 Beyond Disavowing the Politics of Equity and Quality in Mathematics Education	p. 35
4 Does Every Child Count? Quality, Equity and Mathematics with/in Neoliberalism	p. 49
5 Quality and Equity in Mathematics Education as Ethical Issues	p. 63
6 Ghettoes in the Classroom and the Construction of Possibilities	p. 77
7 Identity as the Cornerstone of Quality and Equitable Mathematical Experiences	p. 91
8 A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education	p. 105
9 The Theoretical Landscape: Editor's Reaction to Part I	p. 123
Part II Mapping Social Constructions and Complexities	p. 129
10 Equity in Quality Mathematics Education: A Global Perspective	p. 131
11 Effects 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	p. 145
12 Equity and Quality Issues in Mathematics Education in Malawi Schools	p. 163
13 Looking for Equity in Policy Recommendations for Instructional Quality	p. 177
14 Whose 'Quality' and 'Equity'? The Case of Reforming 14-16 Mathematics Education in England	p. 191
15 Equity and Quality of Mathematics Education; Research and Media Portrayals	p. 205
16 Equity Concerns About Mathematical Modelling	p. 223
17 Equity and the Quality of the Language Used in Mathematics Education	p. 237
18 Foundational Mathematics: A Neglected Opportunity	p. 253
19 How Many Sides Does a Box Have? The Struggle to Respect Young People's Thinking	p. 269
20 'Sometimes I Think Wow I'm Doing Further Mathematics...': Balancing Tensions Between Aspiring and Belonging	p. 285
21 Mapping Social Constructions and Complexities: Editor's Reaction to Part II	p. 299
Part III Landmarks of Concern	p. 305
22 Students with 'Special Rights' for Mathematics Education	p. 307
23 Females in Mathematics: Still on the Road to Parity	p. 325
24 Quality and Equity in Mathematics Education: A Swedish Perspective	p. 341
25 Equity Issues Concerning Gifted Children in Mathematics: A perspective from Mexico	p. 351
26 Enhancing Quality and Equity in Mathematics Education for Australian Indigenous Students	p. 365
27 Qualities of Respectful Positioning and Their Connections to Quality Mathematics	p. 379
28 The Effects of Poverty and Language on Mathematics Achievement for English Language Learners	p. 393
29 Toward a Framework of Principles for Ensuring Effective Mathematics Instruction for Bilingual Learners Through Curricula	p. 407
30 Reconceptualizing Quality and Equity in the Cultivation of Minority Scholars in Mathematics Education	p. 423
31 What Does Quality Mean in the Context of White Institutional Space?	p. 437
32 Landmarks of Concern: Editor's Reaction to Part III	p. 451
Part IV No Highway and No Destination?	p. 455
33 The CERME Spirit: Issues of Quality and Inclusion in an Innovative Conference Style	p. 457
34 Productive Pedagogies in the Mathematics Classroom: Case Studies of Quality and Equity	p. 479
35 Mathematical Literacy in South Africa: Increasing Access and Quality in Learners' Mathematical Participation Both in and Beyond the Classroom	p. 493
36 Together-and-APart for Quality and Equity in Mathematics Education	p. 509
37 Research from Practice: Using Technology to Provide Advanced Mathematics and Equity to High School Students in the United States	p. 521
38 Parents and Teachers Collaborate to Achieve Equity and Quality in Mathematics: A Case Study	p. 533
39 Critical Mathematics in a Secondary Setting: Promise and Problems	p. 543
40 Mathematics Education: What is the Point?	p. 555
41 Equity and Quality in a Mathematics Program for Under-Represented Students at an Elite Public University	p. 569
42 Children's Numerical Thinking in the Early School Grades and How to Foster and Understand Its Development	p. 585
43 No Highway and No Destination?: Editor's Reaction to Part IV	p. 601
Author Index	p. 605
Subject Index	p. 613