How can teachers move beyond surface-level coverage of math standards to focus on what truly matters for student understanding?
This book, co-published with the National Council of Teachers of Mathematics (NCTM), provides a transformative approach to K–8 mathematics instruction. Rather than treating standards as a fixed checklist of skills to be executed, internationally recognized expert Marian Small demonstrates how to treat them as professional texts that require thoughtful interpretation. By uncovering the "big ideas" behind the standards, educators can move beyond surface-level coverage to foster deeper mathematical thinking and lasting student understanding.
Drawing on decades of classroom experience, this resource helps teachers translate teacher-facing standards into student-centered learning experiences. Small introduces a framework that shifts the focus from micro-level procedures to macro-level concepts, ensuring that students prioritize reasoning and connections over rote alignment. With examples spanning across grades K–8, the book illustrates how the same standard can be interpreted in multiple ways to shape how students learn and demonstrate their knowledge.
This guide also reimagines the role of evaluation through asset-driven assessment. By framing tasks and questions that emphasize what students do know and can explain, teachers can provide more meaningful opportunities for student voice in the math classroom. Whether you are a classroom teacher, coach, or instructional leader, this book offers the tools necessary to design powerful instruction that surfaces conceptual understanding for every learner.
Key Features:
This is Book 2 in the Math Teaching in Practice Series Series. See all Math Teaching in Practice Series books here.
See More Educational: Mathematics & numeracy
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Marian Small is the former dean of education at the University of New Brunswick, a longtime professor of mathematics education, and a bestselling author of Good Questions, Second Edition, More Good Questions , and Eyes on Math.
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