Kyndall Brown deserves credit for bravery. He opened up CMC-
North 2012 on a controversial note, tackling race and equity in
math education and allowing an enormous amount of participation
and interjection from his audience. His top-level point was that
the Standards of Mathematical Practice, if implemented with
fidelity, lead directly to access and equity for underserved
populations. As he involved his audience in making that point,
it became clear that the teachers of CMC-North are all over the
map when it comes to their beliefs about and proposed solutions
for inequitable access to a good math education. First, he
established his credentials (African-American male, raised in
Los Angeles, taught in Compton, passionate about extending
access); he established a mandate for equity (referring to NCTM
and NCSM’s equity principles); he established a lack of equity
(referring to data drawn from California’s Basic Educational
Data System showing lower quantities of advanced and proficient
minority math students). He