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.