This statement abstracts the theoretical framework for the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). ACCLAIM's mission is the cultivation of indigenous leadership capacity for the improvement of school mathematics in rural places. The mission addresses local organizational ability to (1) understand the rural context as it pertains to learning and teaching mathematics, and (2) articulate the meaning and utility of that learning for and by rural people. Ideally, developing important mathematical processes within the rural context involves modeling the features of natural and social existence (in mathematical terms), solving problems (in mathematical mode), reasoning inductively from data and deductively from assumptions, and knowing oneself mathematically (engaging in mathematics culturally and personally with consideration for both the cognitive and affective domains). Promoting such mathematical processes will hypothetically allow ACCLAIM to embed mathematical meaning within rural contexts. Sadly, educators and researchers too often regard the rural context as a deficiency from which students should somehow be rescued. Alternatively, context can represent a contradictory lifeworld potentially filled with meaning and interest deeply relevant to learning and teaching mathematics. A system of schooling responsive to rural issues could help students and teachers realize the variety of meaningful mathematics latent in rural lifeworlds. Some aims and general topics of a future research agenda are outlined. (Contains 14 references.) (SV)