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This study utilized a mixed-methods approach to holistically examine singlesex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals). Findings demonstrate that African American girls made more math achievement gains in single-sex classrooms; single-sex classrooms might mitigate math academic stereotypes for students and teachers; and that important contextual factors play a role in these outcomes. Testing these factors is a step toward delineating a theory of change for single-sex education in urban public schools.

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Community engagement and social justice are unique and well-defined frameworks of working with, about, and for communities. These approaches to teaching and learning have a number of potential benefits; however, they also come with their own challenges and misunderstandings. This chapter will explore this by first defining what is meant by community engagement and social justice, followed by providing some mathematics education context and history. Next, a narrative structure of P2N will be shared, primarily as it resides in the understanding of social justice. Finally, the intersection of these two theories will be explored and nuanced in general and more specifically in Prepare2Nspire.

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