This article by the NCTM Research Committee presents a call for an Agenda for Research Action in Mathematics Education. The committee reviews central crosscutting issues for mathematics education research that address concerns from the political and practitioner communities regarding the coherence and utility of mathematics education research. Issues of values and feasibility are highlighted, and a broader definition of theoretical and empirical scholarship is promoted. The committee proposes that the mathematics education research community take up the mantle of authority for defining rigor and evidence in much the same way as NCTM did when facing similar criticism in earlier crises (e.g., the Agenda for Action and the Standards).

The transformation to reform mathematics teaching is a daunting task. It is often unclear to teachers what such a classroom would really look like, let alone how to get there. This article addresses this question: How does a teacher, along with her students, go about establishing the sort of classroom community that can enact reform mathematics practices? An intensive year-long case study of one teacher was undertaken in an urban elementary classroom with Latino children. Data analysis generated developmental trajectories for teacher and student learning that describe the building of a math-talk learning community—a community in which individuals assist one another's learning of mathematics by engaging in meaningful mathematical discourse. The developmental trajectories in the Math-Talk Learning Community framework are (a) questioning, (b) explaining mathematical thinking, (c) sources of mathematical ideas, and (d) responsibility for learning.

A Comparative Study of Childrens Out-of-School Activities and Arithmetical Achievements Steven R. Guberman University of Colorado at Boulder The study reported in this article examined relations between ethnicity, out-of-school activities, and arithmetical achievements in Latin American and Korean American children in