I. Surveying the territory.-Introduction:The challenge of developing inclusive mathematics learning environments.-Large scale test data: Making the invisible visible.-Impact of geographical location on student achievement: Unpacking the complexity of diversity.-Rethinking learners' preferred mathematical task types: The values perspective.-Rethinking gender and technology: A case of graphics calculators in the Singaporean mathematics curriculum context.-Surveying the public: Revisiting mathematics and English stereotypes.-Surveying the territory: Linking research and practice in school mathematics -- II. Interrogating the boundaries.-From the individual to the collective: Rethinking curriculum to make diversity a positive resource.-Ethics and the challenges for inclusive mathematics teaching.-Valuing diversity in mathematics pedagogy: Enhancing teacher agency through values alignment.-Interrogating the boundaries:Inclusive practicesin mathematics teaching - the need for noticing and producing relevant differences.-III.From diversity to practice -- (Dis)engagement and exclusion in mathematics classrooms -labels, values and significant others -- Including students with disabilities in the regular mathematics classroom: issues and innovations.-Investigating diversity in learning: How children add together single digit numbers.-Maximising opportunities in mathematics for all students: Addressing within school and within class differences -- From diversity to practice: Commentary.-Conclusion: From Theory to Practice.

This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education. The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and in-service professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy - ones that take for granted the positive values of diversity. Several chapters report new research in this direction. The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore.

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