Small Steps, Big Changes

From the big picture of schoolwide goals to the specificity of key concepts and skills, Small Steps, Big Changes provides a clear road map of the interdependent roles and responsibilities of administrators, coaches, and teachers, but always through the filter of what it takes to guarantee short and long term progress for all students as mathematicians.

Jane Foley, PhD

Pattern is a powerful teacher.  In this timely book we see purposeful patterns that guide and sustain high levels of performance in elementary mathematics learning.

Bruce Wellman

Marco Ramirez and Chris Confer open an exiting window for us to finally understand a school-based approach to research-based policies and practices that have achieved extraordinary results.  Learn to ask the right questions, crystallize the core beliefs of your school, and focus on the high-benefit activities that create a school culture permeated with mathematical confidence and achievement.

Jane Foley, PhD, senior vice president, Milken Educator Awards, Milken Family Foundation

What students talk about in math lessons and how they talk about it matters greatly.  To develop thoughtful students who are tenacious and confident problem solvers requires teachers who model these same attributes in their work with students and with their colleagues.  One exceptional teacher working in isolation does not have enough impact to affect studetns’ deep understandings, skills, and identities as math learners.  Our children deserve great math teachers and great math learning environments every year they are in school.  By engaging the whole staff, Chris Confer and Marco Ramirez show you how to create a culture of ongoing student success in mathematics.

Bruce Wellman, codirector, MiraVia LLC, Guilford, Vermont

Reading Small Steps, Big Changes is almost as good as having the authors working in your school.  This very readable book is based on real situations real student work, and real conversations with students and teachers.

Small Steps, Big Changes operates on the premise that, for high poverty-children, “schools are the main hope, perhaps the only hope.”  The suggestions for mathematics instruction are rigorous, engaging, and imminently doable.  Every professional should have this book on his or her shelf.

Hulet E. Kitterman, principal, Louisville Academy, Louisville, Georgia

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