As a high school math teacher in a county promoting the implementation of PBL, this book is a valuable resource. The text addresses common questions & challenges, provides an overview of best practices & suggested resources, and offers options rather than single solutions. PBL in the Math Classroom ties together the best practices that sometimes feel like separate enterprises. As I read the book, it felt like I was talking with a mentor/colleague about the realities of my classroom, rather than an abstract silo of teaching philosophy. Numerous examples (of both small tasks and larger units) include ready-to-use/adapt lessons & materials. Instead of glossing over pacing challenges, the authors provide examples of how they address these challenges and include helpful pacing guides/calendars. Also, I really appreciated how a variety of possible pathways are offered. The text shows how two different teachers tailored a PBL unit to fit their teaching style and their students’ needs. 

Math teachers are often the most resistant to PBL. They struggle to see how this real-world learning approach could work in their content area. They worry about the time that PBL requires. They express concern that projects won’t include enough practice of procedures for students to develop fluency. With Project-Based Learning in the Math Classroom, veteran educators Chris Fancher and Telannia Norfar address these valid concerns head on. They make a compelling case for making mathematics more meaningful by making the math classroom a place of inquiry. They show that change can start with small steps, such as remodeling word problems into invitations to inquire. They show how effective teaching strategies—the workshop model, fishbowls, gallery walks, and journaling, to name a few—can lead to deeper understanding of math concepts and more student ownership of the learning experience. Detailed project examples will help teachers visualize how to transform their instruction.