evolved out of a commitment to improve mathematics teaching and learning for students who have been marginalized and disconnected and to begin to reverse the cycle of educational failure for students labeled "at-risk." In examining the influences of a teaching experience in an alternative high school on prospective teachers' beliefs and instructional practices, this book provides numerous examples of mathematics lessons and classroom dialogues that indicate how mathematical knowledge emerges in students. The case studies and excerpts of mathematics lessons capture the voices of the teachers and students and provide a window into what occurs in the mathematics classroom and serve as catalysts for readers to critically reflect on the mathematics education of marginalized students. "Exploration" and "Reflection" prompts at the end of each chapter offer a variety of activities and tasks to increase knowledge and understanding of mathematics education and encourage readers to consider mathematics teaching and learning from the perspective of both teacher and learner. By exploring the influences of the preservice teachers' beliefs, perceptions, and instructional strategies on the mathematical development of marginalized students, this book invites reflection on and discussion about the relationship between teacher preparation activities and the mathematical education of students on the margin.