Introduction

This chapter introduces the central themes of the book by presenting a powerful narrative involving two elementary teachers navigating a classroom dilemma. Through this story, the chapter invites you to critically examine your assumptions and biases about students and math instruction. The discussion emphasizes how teachers’ interpretations of student behavior, especially those shaped by implicit biases, can significantly influence classroom dynamics, student-teacher relationships, and students’ math identities. By unpacking assumptions about student demographics, behaviors, and teaching practices, the chapter encourages you to reflect on the impact of your instructional decisions. It introduces the case method as a tool for professional learning, designed to promote equity and challenge deficit views in math education. You are encouraged to explore your own perspectives and consider how power dynamics and identity formation influence teaching and learning in elementary math classrooms. This chapter sets the foundation for the rest of the book, which uses real-life cases to support teachers in developing equitable, reflective, and identity-affirming practices in math instruction.