Commentary: Part II

The comments we offer here are our reflections on the salient issues that were raised in each of the chapters. We base these reflections upon our experiences as mathematics teachers, professional development providers, and researchers. It is clear that each of the researchers built on both theory and research to make sense of mathematics professional development focused on issues of equity. What is noteworthy is that the authors all make equity explicit, but they do not make it explicit in the same way. It is also evident that each of the chapters takes seriously what it would mean to engage teachers of mathematics in examining issues of equity in ways that challenge their existing practice. The authors draw on a range of theories and a broad research base; taken together, the resources themselves, provided across chapters, make a significant contribution to the field.