Wow! This book is a treasure trove for middle school teachers and those who support middle level mathematics education. The tasks presented are top notch, the student work is illustrative of classrooms, and the suggestions for how to respond are incredible! Each of these three would make a great resource-to have them all blended together is outstanding. -- Kevin Dykema
Mine the Gap for Mathematical Understanding provides the framework and guidance teachers need to move beyond finding correct answers to dig deeply into the mine of student thinking, to analyze misconceptions and gaps in understanding, and to develop and implement specific strategies to support every student in deep mathematics learning. Every teacher of mathematics needs this amazing resource to learn to mine the gaps for each of their students! -- Becky M. Walker
This work does what other books only attempt to do. It combines instruction, assessment, and practice with open-ended and rich tasks that allow for teachers to not only immediately implement the ideas but also understand the content and pedagogy behind them. The tasks, which are immediately implementable and customizable, engage each and every learner. They are based on cutting-edge and research-based instructional frameworks and provide countless learning opportunities for students. -- Zachary Champagne
Mine the Gap is a great tool for teachers to use to grow their own understanding of student misconceptions and incomplete understandings and how to address them. This is an indispensable resource for all involved in supporting students' growth in mathematics. -- Nathan Rosin
More than just a nice collection of problems, this book shares a road map for teachers looking to enhance the quality of the math tasks they use with students. Teachers will appreciate the examples of actual student work paired with tips for analysis and instruction. -- Delise Andrews
This book helps navigate how to use student work to drive instruction with rich engaging tasks, which will help all students become better mathematicians. The authors have done an excellent job of helping teachers to carefully look at student work to identify how students solved math problems, using this evidence to identify those students who understand the targeted skill, along with the misconceptions or misunderstandings of other students, with suggestions of how to move all students forward in their thinking. -- Cynthia Baumann
