Wagner and Fair have written a well-researched, thoughtful, and insightful call to mathematics educators everywhere. Drawing on an impressive list of diverse sources in pure mathematics, mathematics education, philosophy, anthropology, history, and psychology, the authors make a clear and compelling argument for a fundamental rethinking of how educators approach mathematics. The persuasive writing and the tantalizing diversity of sources are sure to engage any curious reader, making the book an excellent text for use in undergraduate courses on methods of teaching mathematics. The thorough bibliography also makes this a superb resource for graduate study. Additionally, researchers in mathematics education will find this work useful for the foundations of a study in furthering mathematics education reform efforts. Highly recommended. General readers, advanced undergraduates through faculty, and professionals.

Choice Reviews

Wagner and Fair attempt no less than to revolutionize math teachers' conception of not just how they teach but what they teach: that their students shall remain ambitious dreamers rather than become accountants.

Gene V Glass, Emeritus Regents' Professor, Arizona State University

This book is a welcome antidote to the view that mathematics is a dull chore. Rich with anecdotes and examples from its history and philosophy it illustrates the excitement, color and beauty of mathematics. Anyone can experience this, and the aim is to show how the tedium of school mathematics can be turned into a compelling and awe-inspiring adventure of ideas.

Paul Ernest, Emeritus Professor, Education, Exeter University

Mathematics, a way of thinking, has a personality (traits, patterns, etc.) that provides learning goals for the teacher and learner. This personality, which makes mathematics unique, should be at the forefront of mathematics education. This book will help the reader to learn mathematics as a language, art, science, and tool in the context of its personality. From personal experience as a high school mathematics teacher, I know students learn better from such a holistic approach.

Ronald Rogers, Former High School Mathematics Teacher

This bright book is a plea for uplifting math education by inspiring students to join “The Great Conversation,” the community of thinkers who have explored mathematics to find truths. The authors reject complacency and rote learning by instead advocating mindful free inquiry. Their enthusiasm for mathematics is contagious and commendable.

Alberto Martinez, author of The Cult of Pythagoras: Math and Myths, and other books; Professor of History, University of Texas at Austin, Director of Certificate Program in History and Philosophy of Science, Affiliated Faculty, UTeach, College of Natural