What if we could boil teachers, students, schools and states down to one number neatly wrapped in a standardized assessment? Then we could judge people, institutions, curricula, and pedagogy with a single number. But education, teaching, studenting, learning, and knowledge are more complexly rich than just a number. This book is an interpretive study of two high school mathematics teachers negotiating the meaning of traditional and reform curricula in a milieu of high-stakes standardized assessments. This book examines how two teachers cope with reform, tradition, and standardized assessments.