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The authors take a deep dive into South Africa's Data-Informed Practice Improvement Project (DIPIP), an innovative program designed to support the professional development of mathematics teachers at the high-school level. 

The research reported in the book shows how the DIPIP's professional learning communities were established and maintained, the role of the project facilitators, and the encouraging extent to which the participating teachers shifted their practices to more effectively engage with their students' errors and reasoning.

For too many students, mathematics consists of facts in a vacuum, to be memorized because the instructor says so, and to be forgotten when the course of study is completed. In this all-too-common scenario, young learners often miss the chance to develop skills-specifically, reasoning skills-that can serve them for a lifetime. The elegant pages of Teaching Mathematical Reasoning in Secondary School Classrooms propose a more positive solution by presenting a reasoning- and discussion-based approach to teaching mathematics, emphasizing the connections between ideas, or why math works. The...