Examining Mathematics Practice through Classroom Artifacts
“The book takes a qualitative view of a quantitative subject, which is not easy to do successfully.  The discussion on the strengths of using habits of mind as a basis for lesson plan evaluation was very strong.  I would use that idea as the basis for PD in my own school district.“- Julie A. Drewry, K-12 Mathematics Supervisor, Roanoke City Public Schools, Roanoke, VA    "[This book] examined and delineated the thinking that needs to occur to develop mathematically strong instruction and to improve our analysis of students’ thinking. It shifted our attention from errors as merely mistakes, to errors that help us to identify strengths as well as weaknesses. How to interpret student thinking based on artifacts from the classroom, how to identify the mathematical “big ideas” in curriculum, how to ensure the rigor of our lessons, and how students represent their mathematical thinking as well as using errors to develop next steps are the key ideas of this manuscript.  All of these topics are critical components of quality instruction.”- Jane Elizabeth Gillis, Math Cadre, Red Clay Consolidated School District, Wilmington, DE