Mathematics teaching and learning have been dominated by a concern for the intellectual readiness of the child, debates over role learning versus understanding, and recently mathematical processes and thinking. The gaze into today's mathematics classroom is firmly focused on the individual learner. Recently, however, studies of mathematics in social practices, including the market-place and the home, have initiated a shift in focus. Culture has become identified as the key to understanding the ground on which the learner appropriates meaning. The chapters in this timely book attempt to engage with this shift and offer original contributions to the debate about mathematics teaching and learning. They adopt theoretical perspectives whilst drawing on the classroom as both the source of investigation and the site of potential change and development. The book will be of central interest to lecturers and researchers and to teachers concerned with the classroom as a cultural phenomenon.