When Critical Multiculturalism Meets Mathematics details the development and outcomes of a teacher professional development project that merged multiculturalism and mathematics. In six compact chapters the authors describe the impetus for their multi-year project and present rich case studies of nine teacher participants. The cases stand alone as compelling reading, yet Marshall et al. extend beyond their distinctiveness to explain the statistical data related to the project’s broader impact. Emphasizing both qualitative and quantitative findings makes this book ideal for novice researchers interested in mixed method study. Likewise, the authors unveil the anatomy and a few complexities of conducting research in the real world contexts of schools including participant recruitment and resolution of unanticipated matters that can arise within research teams. A unique twist in the final chapter is Marshall et al.’s critique of their own missteps as researchers, which are used skillfully and unobtrusively to proffer tips for future studies. They conclude by theorizing affirmed intersectionality, identified as the critical element that facilitated teachers’ recognition and acceptance of the compatibility between the study’s two components.

"culturally insensitive and irrelevant math pedagogy, and evidence supporting the premise that teachers matter, the authors/researchers embarked on a multiyear, multifaceted study called ‘Nurturing Mathematics Dreamkeepers.’ As reported, the study focused on how teachers can apply culturally relevant pedagogy in grades K–2 while incorporating high-quality content based on the standards established by the National Council of Teachers of Mathematics. The authors address the parts of their multifaceted, ambitious research project, including the structure of the staff development component, case studies of nine participants, data collection protocols, and a description of the setting. The honest, engaging reflections of the nine teachers representing the larger group recall the frustrations, struggles, challenges, and achievements in enhancing content knowledge in mathematics and skills and disposition in merging culturally relevant pedagogy and standards-based mathematics, thus creating effective, optimal learning environments for academic success in mathematics for young students. According to the researchers, the merger is liberating. Appendices and references complement this seminal study of the intersection of culturally relevant pedagogy and standards-based mathematics teaching and learning. Summing Up: Highly recommended. General readers; upper-division undergraduates through researchers and practitioners." - CHOICE

"Although this book describes a program for K–grade 2 teachers, MT readers will find it of interest. The professional development program combines mathematics content expertise with a professional identity focusing on the cultural dimensions of teaching and learning mathematics…. This is a good read for those who are interested in teacher education and multicultural mathematics education. The takeaway is that multicultural mathematics education is interesting, feasible, and worth the effort it takes." - Mathematics Teacher