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	NEW TITLE IN DEVELOPMENT: Unpacking Pedagogy New Perspectives for Mathematics Edited by: Margaret Walshaw, Massey University, New Zealand ORDER ONLINE This title is in development and is not yet available to order online. Please call the IAP office for more infor-mation: 704.752.9125 RELATED TITLES Challenging Perspectives on Mathematics Classroom Communication Mathematics Education within the Postmodern Research Mathematics Classrooms: A Critical Examination of Methodology Which Way Social Justice in Mathematics Education International perspectives on gender and mathematics education (In Development) Mathematical Representations at the Interface of the Body and Culture (In Development) 2009. A volume in the series: International Perspectives on Mathematics Education - Cognition, Equity & Society. Series Editor(s): Bharath Sriraman, The University of Montana and Lyn English, Queensland University of Technology Search inside this book: This edited volume follows directly from an earlier collection Mathematics Education Within the Postmodern, published in 2004 by Information Age. Given the positive response from readers of the earlier volume, I have been encouraged to propose a new collection of articles, grounded in postmodern theories of the social, and focused on the specific theme of mathematics pedagogy. This volume represents a serious attempt to understand what it is that structures the pedagogical experience. In that attempt there are two main objectives. One is a theoretical interest that involves examining the issue of the subjectivity of the teacher and exploring how intersubjective negotiations shape the production of classroom practice. A second objective is to apply these understandings to the production of mathematical knowledge and to the construction of identities in actual mathematics classrooms. To that end the book will contain substantial essays that draw on postmodern philosophies of the social to explore theory's relationship with the practice of mathematics pedagogy. Unpacking Pedagogy takes new ideas seriously and engages readers in theory development. Groundbreaking in content, the book investigates how our thinking about classroom practice in general, and mathematics teaching (and learning), in particular, might be transformed. As a key resource for interrogating and understanding classroom life, the book's sophisticated analyses allow readers to build new knowledge about mathematics pedagogy. In turn, that new knowledge will provide them with the tools to engage more actively in educational criticism and to play a role in educational change.