Transnational and Borderland Studies in Mathematics Education

Every year, signifi cant numbers of immigrant children from Mexico enter classrooms in the United States. Th ese immigrants comprise a heterogeneous group of students with diverse needs, abilities, and experiences. Transnational and Borderland Studies in Mathematics Education is the fi rst collection to off er research studies across these communities. Providing invaluable research on both sending and receiving communities in Mexico and the U.S., this collection considers the multiple aspects of children's experiences with mathematics, including curriculum, classroom participation structures, mathematical reasoning and discourse-both in and out of school-and parents' perceptions and beliefs about mathematics instruction. An important treatment of an insuffi ciently documented subject, this collection brings together researchers on both sides of the border to foster and support an interest in documenting evidence that will set the stage for future studies in mathematics education.