In contrast, most would be embarrassed to say that they cannot read. This seemingly trivial admission has a profound impact on mathematics education. Our well-intended discussions, books, and professional development efforts about improving mathematics achievement and centering equitable instruction are often tempered or even outright thwarted by a phrase that normalizes failure and deficit thinking. Even more importantly, it places failure squarely on the individual ensuring a narrowing of the conversation that keeps us from considering what larger social forces may be responsible for the reality that many do not excel in the subject. This book aims to openly expose and forcefully dismantle some of societies' most insidious and pervasive beliefs and stereotypes about what mathematics is, who can/does excel in it, how/why it should be taught, and what role it should play in our educational system and beyond. Both a social commentary and a toolkit of solutions, the book directly challenges the social constructs about the subject that hinder our efforts at improving teaching and learning in this field; it likewise empowers and equips those on the front lines-mathematics teachers, supervisors, coaches, instructional leaders, administrators, and pre-service teachers-to use their spheres of influence to explicitly reshape the mindset and the narrative both inside and outside of their classrooms and buildings"--