Classroom-Ready Rich Algebra Tasks, Grades 6-12

In this astounding book, Dougherty and Venenciano skillfully illustrate tasks that develop students’reasoning, problem-solving, and communication skills. They thoughtfully include guiding and reflectivequestions along with suggestions for differentiation and extensions of each task. The wide range of topicsmakes this perfect for any algebra course! – Laura Ashley YoungBring the love of learning mathematics back into your classroom by implementing effectivemathematical practices, building numeracy skills in your students, and providing rich algebra tasks thatare engaging. Dougherty and Venenciano have done some great work to support educators that willenhance students’ learning and grit. – Katie MajeresDougherty and Venenciano provoke us to reframe our thinking from, “can my students get the correctanswer for this task?” to “how can I use this task to help further my students’ understanding of themathematics?” The authors provide a vision, tools, and practical advice for strategically using engagingtasks to enhance students’ understanding of mathematical ideas and processes. – Dewey GottliebThis is a treasure trove of amazing tasks and supporting materials! Framing the tasks in an overview ofresearch-grounded practices promotes fidelity and provides access for all students. Tasks presented in Part2 spell out the mathematical topics, content and practice alignments, watch-fors, anticipated solutions,prompts, and post-task notes that allow them to be efficiently integrated. – Jessica IvyIt’s important to implement rich tasks that support students’ math proficiency, drawing from theirstrengths and assets. It can be difficult locating or creating math tasks that are both rich and assetbased.I am excited to use tasks from this book in my work at the university with preservice teachers, inprofessional development with in-service teachers, and working with grades 6–12 students. – Jonathan D. BostieClassroom-Ready Rich Algebra Tasks is a must-have resource for all algebra teachers. Dougherty andVenenciano outline how to implement these tasks in your classroom and give numerous examples thatcould be used today. After more than a decade of teaching algebra and supporting algebra teachers, thisis a resource I wish I had when I started. – Nick Davies

Barbara J. Dougherty is the past director of the Curriculum Research & Development Group and a professor in the College of Education at the University of Hawai‘i at Mãnoa. She is a former member of the board of directors of the National Council of Teachers of Mathematics and is the co-chair of the Mathematics/Special Education Workgroup, a partnership between the NCTM and the Council for Exceptional Children. She served on the author panel for the What Works Clearinghouse Practice Guide on assisting elementary school students who have difficulty learning mathematics for the U.S. Department of Education Institute of Education Sciences. She is the author or coauthor of approximately 22 book chapters, 29 articles, and 36 books, including MPower: A Pathway to Understanding Algebra. Her research, funded by more than $11.5 million in grants, emphasizes supporting students who struggle in middle and high school, with a focus on algebra. She holds teaching certifications in middle and high school mathematics and K–12 special education.

Linda C. Venenciano is a professor in the School of Learning and Teaching at Pacific University, where she teaches and supports early childhood through high school preservice teachers in mathematics education. She is a former classroom teacher and has taught mathematics to students from first grade through undergraduate. She previously served as the interim director of the Curriculum Research & Development Group and as an associate professor of mathematics education at the University of Hawai‘i at Mãnoa. She is the author or coauthor of 21 peer-reviewed publications and 12 books. Linda is currently serving on the editorial board of Investigations in Mathematics Learning and has served as a program chair for the annual meeting of the Research Council on Mathematics Learning and as a guest editor for a special issue of Educational Studies in Mathematics.