Introduction

Abstract

Attending to issues of equity and diversity within the field of Mathematics Education is a relatively new occurrence. Often in the past, research in mathematics education was looked at as culture free, while issues of equity and diversity were seen as applicable uniformly across any content. More recently, however, a growing group of mathematics educators have begun to bring together the two fields. This is at least in part born of an understanding that all teaching and learning happens within a culturally situated context from which it cannot be divorced and that a deeper understanding of each enriches both.