This 146-page book provides both a framework for mathematics instruction and six related cases that come from actual classroom practice. These cases focus on issues related to incorporating high-level tasks into instructional practice in middle school mathematics classrooms.

The authors state that "this book is written primarily for teachers and teacher educators who have made a commitment to provide students with increased opportunities to experience mathematics as meaningful, challenging, and worthwhile. Other education professionals (e.g., principals, mathematics supervisors, curriculum directors) who are fostering reform efforts at the school, district, and state levels will also find this book helpful" (p. 6). The volume offers "not only tools and materials, but also information and guides for the professional developer, teacher leader, or anyone facilitating teachers' use of the mathematical tasks framework and the cases" (p. ix).

Implementing Standards-Based Mathematics Instruction provides a good introduction to the case method with engaging cases for teacher study. The first part of the book, Chapters 1-3, presents concepts, frameworks, and research that guided the development of the cases. The second part, Chapters 4-10, contains case materials developed from real events and teachers dealing with mathematical topics that are popular at the middle grades level. Each of the case chapters furnishes some background information on the teacher and personal dialogue from the teacher about his/her class. The mathematical task is set up, along with how the problem was implemented in classroom instruction. Discussion questions at the end of the cases guide the reader in focused reflection on the lesson. Each case chapter also discusses the cognitive levels of the task, as well as factors that contributed to either the maintenance or decline of the initial cognitive level. The case chapters conclude with perspectives on additional layers of interpretation focusing on other issues that could be raised from that particular case.

The book is well written and the writing style is inviting, clarifying theoretical ideas without using jargon or complex explanations. The cases themselves are written in the first person and invite the reader into complex teaching practices and related ideas from the teachers' perspectives. The tables and graphics are of high technical quality, and the diagrams used in the text to illustrate mathematical ideas help elaborate on the thinking being discussed. The tables in the text provide excellent summaries of key concepts and ideas, serving as a reference during the reading of the cases.

Ideas of diversity are clearly supported throughout the book. The six cases include a balance of male and female teachers whose names imply that they come from diverse backgrounds. When students are mentioned by name, the balance reflects both gender and ethnic diversity. Several of the classrooms are in schools with large numbers of students whose primary language is not English, and one of the cases is set in an inclusion classroom. The teachers' respect and expectations for all their students in these settings are positive and professional.

This book is well-suited for professional development, providing specific suggestions for implementing the case method. While it is likely to be most effective in situations that allow for structured discussion and reflection, the material could also be beneficial for educators who want to develop their thinking about the use of cases or the use of high cognitive demand tasks in mathematics. In a discussion group or individually, the material could provide practicing teachers with opportunities to reflect on their instructional practices and wrestle with changing the types of tasks they provide and how those tasks are implemented. The professional development provider may also want to consider follow-up that would involve the participants in selecting, implementing, and reflecting on mathematical tasks using the framework described in Part I of the book. The book could also be used effectively in a graduate-level methods course, and appropriate cases could be integrated into undergraduate courses for pre-service teachers.

One reviewer commented that, because the cases are from middle school classrooms, some elementary and secondary teachers may not feel that the materials are as relevant for them but in fact they could benefit from them.