What conditions cause an understanding to be shared across time and cultures? Is a lack of consistent communication a common barrier to shared understanding? How might self-presentation affect communication? How might the competitive self-promotion of a social group affect communication? How might external models of mathematics change the way that we understand our own mathematical capabilities and the mathematical activities we have chosen? How might language and folk ideas shape mathematics communication? How might the cultural value systems of mathematical societies facilitate communication? In so doing, this volume will discuss issues in mathematics education, as well as mathematical theories and mathematical practice
