This 137-page book provides a discussion of mathematics reform in the elementary classroom. The authors share ideas about constructivist teaching and curriculum as well as practical examples of their ideas for the classroom.

The implied purpose of this book is to describe a rationale for changing the teaching of elementary mathematics as well as provide background information and examples of how changes might be made. While the primary audience is elementary teachers, supervisors, and administrators involved in implementing reform-minded curricula, it could also be used with parents and other stakeholders to introduce constructivist thinking about the teaching of mathematics.

Beyond Arithmetic is an easy-to-read introduction to reform-oriented change in the teaching and learning of elementary mathematics. The authors believe that "in order to learn mathematics, children have to actually do mathematics for themselves rather than learn how someone else does it ... this 'doing' for oneself is called constructivism" (p. 13). They discuss research findings and provide examples of classroom application of these pedagogies to emphasize the need for all children to build mathematical power. While the book is based on the authors' previous work in developing the Investigations in Number, Data, and Space curriculum materials, the principles of reform addressed in Beyond Arithmetic are not limited to a single curriculum but are applicable to all reform-oriented elementary classrooms.

The authors' approach to the topics is coherent and logical, with classroom anecdotes used to demonstrate points and research used to support all recommendations and claims. The book is rich with examples of student work and dialogue. The authors do not simply present the theoretical framework for the reform of mathematics education; they illustrate these general principles with actual classroom conversation and student work. These examples provide practicing teachers with a meaningful link between their own experiences and the classroom practice that the authors describe.

This book addresses issues of equitable practice both implicitly and explicitly. Constructivist learning is based on the premise that all students are able to develop as mathematical thinkers; therefore, the book argues for a mathematics curriculum that serves all students and values individual needs. Classroom examples portray diversity of thinking, providing illustrations of how children working in the same class and on the same problem can be learning in different ways. In addition, pictures and names used throughout the book represent a variety of children from diverse backgrounds working together.

This book is an interesting, thought-provoking resource that shares practical classroom experiences about the implementation of reform.

This book or portions of it would be a rich source of discussion for a study group of teachers or other instructional leaders. Although it is not specifically designed as a professional development tool, Beyond Arithmetic shares ideas that teachers can try with their students, then bring back to the group to discuss. It would also be useful for a school district considering the use of the Investigations curriculum materials to explore this book as a framework for understanding the development of the materials and their intended outcomes.

One reviewer notes that because this book does not include study questions or suggestions for related activities, a professional development provider would need to create support material in order to maximize the effectiveness of the book in a group setting.