'Tracy skillfully blends academic research, illuminating classroom dialogues, the thoughts of mathematicians and maths educators, and her own perceptive observations. This seamless mix is a real strength of the book; we not only see what habits are important and why, but how they can be enacted through specific teaching strategies, and the powerful effects they have on our students’ development as confident and capable mathematicians. The reader can’t help but be inspired by the teachers that Tracy holds up as exemplars of good practice… I can confidently say that, alongside Thinking Mathematically (Mason, Burton and Stacey, 1982; 2010), Tracy’s book will become a cornerstone for my teaching. It is a gift to all maths teachers.'
- Dr Amie Albrecht
/'Becoming the Math Teacher You Wish You'd Had: Ideas and Strategies from Vibrant Classrooms addresses the common gap between mathematicians who perceive math as creative and fun and students who view it is boring at best and frustrating at worst, and helps teachers move students from dull math classes to more vibrant, lively productions. The author spent years with many math teachers in a wide range of settings and grades to collect the successful strategies that would reach grades K-8 through this collection. Chapters offer examples of innovative teaching methods, measurable results in improving math comprehension and usage, and include strategies, examinations of conjectures, and tips on how to lead math students to make new, exciting connections. The result is a powerful survey highly recommended for any math instructor seeking specific keys to not just teaching the basics, but making math relevant and exciting.'
- Midwest Book Review
'Math concepts can be hard for me to absorb when I’m learning them, not to mention trying to teach them to someone else. After reading this book, though, I have found a sense of confidence and security that I can teach this rigorous subject, and I can teach it using these inspiring strategies. My goal for my students is to help them gain full ownership of mathematical learning. Using strategies like discussing the theories in math and coming up with questions (rather than just providing answers), as Tracy Johnston Zager writes about in Becoming the Math Teach You Wish You’d Had, makes it more likely I will succeed.'
Emmy Avery Witham, student at College of the Atlantic in Bar Harbor, ME and studying to be a certified teacher.
/'This post is about Tracy Zager’s most excellent book, Becoming the Math Teacher You Wish You’d Had. Each chapter starts out comparing how mathematicians talk about what they do and what'students’ experience of it is. Then it moves on to detailed examples of the aspect of maths thinking in action in real classrooms, as well as strategies to encourage it both in your students and in yourself as a teacher.
I didn’t expect to see this last point about encouraging these attitudes and thinking in yourself as a teacher. Yet it is the most compelling feature of the book for me. Indeed, I don’t think the book would have had nearly the impact it had on me (or the impact I see it having on others) without this constant message that to help your students experience maths differently, then you yourself need to experience it differently too. More than this, Tracy doesn’t just make this need clear, but actively and compassionately empowers us to seek out ways to fill it.
“Somewhere inside you is a child who used to play with numbers, patterns and shapes. Reconnecting with your inner mathematician will improve your teaching and benefit your students, and it will also benefit you.”— Tracy Zager, Becoming the Math Teacher You Wish You’d Had, p39.'
- David Butler
/“Revel in the treasures each chapter offers and let it inspire your own curiosity about children’s mathematician ideas…Your copy will become dog-eared, taped, scribbled on, and referenced over and over again."
- Elham Kazem
