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 positivevalues 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.
