Making Sense of Mathematics for Teaching Grades K-2

The Challenge It Addresses

Primary teachers face a persistent challenge: translating abstract mathematical concepts into developmentally appropriate, high-cognitive-demand learning experiences for students in grades K–2. Without a coherent framework, many classrooms default to rote procedures and low-level recall, leaving students unprepared for the rigorous mathematical reasoning expected in later grades. This book provides the research-based pedagogical actions, classroom norms, and collaborative team structures needed to close that gap.

Inside Making Sense of Mathematics for Teaching Grades K-2: A Full Overview

Published by Solution Tree Press in 2016, this user-friendly resource equips K–2 teachers with a logical progression of effective teaching practices grounded in the latest mathematics education research. The authors—Juli K. Dixon, Edward C. Nolan, Thomasenia Lott Adams, Lisa A. Brooks, and Tashana D. Howse—bring decades of classroom expertise and academic leadership to a text that is both practical and theoretically sound.

The book is organized around four key themes: communicating high cognitive demand, maintaining purposeful productive discourse, using effective representations, and fostering a classroom culture of sense-making. Each chapter offers concrete examples, video vignettes (available online), and team discussion prompts that translate seamlessly into daily instruction.

Who Will Benefit Most

This book is designed for primary-grade educators who want to move beyond traditional drill-and-practice toward a more conceptually rich approach. It is equally valuable for:

• K–2 classroom teachers seeking to deepen their own mathematical understanding and improve student outcomes
• Instructional coaches and math specialists supporting teacher teams in implementing high-quality curricula
• Preservice teachers in elementary education programs who need a strong foundation in pedagogy
• School administrators looking to build a shared vision of effective mathematics instruction
• Professional learning communities (PLCs) that want structured, collaborative study protocols

If you are responsible for helping young learners build foundational number sense, operations, and geometric reasoning, this book is your roadmap.

What You Will Learn

Through this book, you will gain actionable strategies to transform your mathematics instruction:

1. How to maintain high cognitive demand through questioning and task selection
2. Techniques for facilitating purposeful productive discourse among young students
3. Ways to use multiple representations (concrete, pictorial, symbolic) to build understanding
4. Classroom norms that promote mathematical reasoning and risk-taking
5. Collaborative team structures for analyzing student work and planning instruction
6. Strategies for differentiating instruction within a whole-group setting
7. Methods for assessing student thinking formatively and adjusting instruction in real time

How It Compares

Unlike generic math methods texts, this book is laser-focused on the specific developmental needs of early learners. While other resources may offer isolated activities, Dixon and colleagues provide a coherent system of pedagogical actions that align with the Common Core State Standards and the National Council of Teachers of Mathematics (NCTM) process standards.

Competing titles often emphasize content knowledge at the expense of pedagogy, or vice versa. This book integrates both seamlessly. It also includes online video clips of real classrooms, giving readers a window into how the strategies look in practice—a feature missing from most alternatives. The collaborative team protocols make it ideal for professional learning communities, ensuring that the learning doesn’t stop when the book is closed.

Who Wrote This Book

The author team boasts exceptional expertise. Juli K. Dixon is a professor of mathematics education at the University of Central Florida and a nationally recognized authority on mathematical discourse. Edward C. Nolan is a former high school math teacher and now a content specialist with extensive experience in K–12 curriculum. Thomasenia Lott Adams is a professor at the University of Florida and a former president of the Florida Council of Teachers of Mathematics. Lisa A. Brooks and Tashana D. Howse bring additional classroom and research perspectives.

Solution Tree Press is a leading publisher of professional development resources for educators, known for titles that bridge research and practice. Their reputation for high-quality, evidence-based materials adds further credibility to this work.

Our Verdict

Absolutely. This book is not a collection of quick fixes; it is a comprehensive framework for transforming how mathematics is taught in the primary grades. The combination of theoretical grounding, practical examples, and collaborative tools makes it a standout resource for any K–2 teacher or team. The 2016 publication date means it reflects the latest thinking in mathematics education, while remaining a staple in many teacher preparation programs and school districts.

If you are committed to building students’ mathematical sense-making from the very beginning, this book is an essential investment in your professional growth and your students’ success.

Download Making Sense of Mathematics for Teaching Grades K-2 Now

This is the resource that will help you move from teaching procedures to teaching mathematical thinking. Whether you are a new teacher building your toolkit or a veteran looking to refresh your practice, the strategies inside this book will pay dividends for years to come. Order your copy today from Solution Tree Press and start making every math lesson count.