The differences and apparent lack of connection between in-school and outside-school mathematics are well documented. Several studies show that people are very competent in dealing with mathematical tasks that they view as relevant to themselves. The practically error-free arithmetic in everyday situations dramatically contrasts with the low performance in school-like situations. Why is there such a gap and what can be done to bridge it? This project examines such questions as they apply to language and cultural minority students who often receive a mathematical education that stresses basic skills and rote learning. In fact, children's own perceptions of what constitutes mathematics is akin to the basic skill education they receive.

This study emphasizes mathematics teaching that stresses students' own construction of meaning and connections to their world outside school. The study develops mathematical learning communities through learning modules that capitalize on the experiences of everyday life. In addition, students engage in doing mathematics "like mathematicians do", particularly in reference to the rules of discourse and the concepts of validity and argumentation in mathematics. This project is a collaboration between university-based researchers and ten teacher-researchers who work with primarily minority and economically disadvantaged students (75% - 95% Latino/Hispanic; 5% - 10% Native American; 5% - 10% African American; 5% - 10% European American). The researchers explore a model for teacher/community collaboration to improve education. The model draws on a theoretical orientation that views learning as an interactive process and centers around mathematics, including a discussion of what mathematics is and what beliefs and values of mathematics are held by project participants (teachers, researchers, parents, and students).