REVIEWS
The work in this volume reminds us that while reforming mathematics education can be difficult in the present climate of teaching (fraught with social inequities, high-stakes assessments, and a saturated curriculum), it is entirely possible and immensely worthwhile to help our students to become thinkers and doers of mathematics rather than recipients of unrelated facts and nonsensical algorithms. This book does an excellent job of discussing pertinent issues related to the teaching and learning of mathematics in the middle grades. It is easy to read, provides the reader with insights on the experiences of teachers committed to supporting their students learning, and serves as a catalyst for others thinking about or working to reform mathematics education." ~ Kadian M. Howell, Ph.D., Penn State University

"This book is an uplifting collection of success stories about how teachers can engender passion for learning among their students by placing mathematical concepts in meaningful contexts, listening carefully to students' thought processes, and assisting them in taking their next steps in conceptual understanding." ~ Reviewed by Harriet R. MacLean, Ed. D., Oakland Unified School District, California

CONTENTS
Introduction to the Series, Marilyn Cochran-Smith. Introduction to the Grades 6–8 Volume, Joanna O. Masingila. Mosaics of Granada to the Mathematics of Escher’s Geometry: Making Connections, Shelly Sheats Harkness and Maureen Grant. Under the Microscope of Research and into the Classroom: Reflections on Early Algebra Learning and Instruction, Amy French and Mitchell J. Nathan. Learning to Teach, Al Coles and Laurinda Brown. A Developing Mathematical Community, Vicki Walker with Beatriz D’Ambrosio and Signe Kastberg. Driving While Black or Brown: The Mathematics of Racial Profiling, Eric Gutstein. Supporting Mathematical Thinking: A Collaborative Inquiry, K. Ann Renninger, Susan Stein, Judith Koenig and Art Mabbott. Meaningful Mathematics for Urban Learners: Perspective from a Teacher-Researcher Collaboration, Christine D. Thomas and Carmelita A. Santiago. Exploring Connections Between Teaching, Learning and Assessing Mathematics for Understanding, Tracey J. Smith. The 1998 Winter Olympics: Documenting and Analyzing Student Learning in an Inquiry Approach, Cynthia H. Callard. Relating Classroom Interaction to Student Assessment Results, Mary C. Shafer and Annette Hill. Teaching Mathematical Discourse Through Characters and Scripts? Marcia DeJesús-Rueff.