This 176-page book is a guide to the process of selecting and implementing mathematics curricula based on the NCTM Standards.

The purpose of this book is to help consider the "community's goals for mathematics education, evaluate curricula, and plan a successful adoption process" (p. 3). This book will help administrators, professional developers, teachers, community members, and other stakeholders who plan to take part in the process of mathematics curriculum change in a school or district.

Choosing a Standards-Based Mathematics Curriculum is a comprehensive guide to the curriculum selection and implementation process that is tailored toward choosing a standards-based mathematics curriculum. While it is not a guide to be followed in a lockstep fashion, it provides many sources of information, ideas, and alternative approaches, as well as numerous examples of the experiences of others. The book begins with background on standards-based curricula and the major ideas related to the selection and implementation process. Six guiding principles are presented: "Think Long Term; Take a K-12 Perspective; Know Your District's Current Situation; Cultivate New Ideas about Mathematics, Teaching, and Learning; Build Stakeholder Support and Commitment; and Identify and Support Teachers' Needs." These ideas are woven throughout the remainder of the text, which focuses on specifics of the selection and implementation processes.

The content of this book is sound, coherent, and complete. It is of high technical quality, with a friendly, almost conversational tone. It contains specific recommendations for professional development activities for those who are involved in the curriculum selection process, as well as for those implementing the curriculum. The authors also reinforce the point that professional development must be both intensive and sustained throughout the selection and implementation process.

The authors advocate that a variety of individuals with diverse viewpoints and areas of expertise be included in the curriculum selection process. Use of the book advances equitable practice in the teaching of mathematics because it guides schools in selecting and implementing standards-based curricula that will maximize the learning of all students.

Reviewers noted that this book is a valuable resource for any school or district considering a move to a more standards-based mathematics curriculum.

The book lends itself to a variety of professional development formats; for example, it could serve as the content base for a course or series of workshops for those involved with choosing a new mathematics curriculum. Teams of participants from different districts would enhance the workshops through sharing a wider range of experiences. Ideally, someone who had been through the process would lead these workshops. The clarity and organization of the book also make it well-suited for people to read and study on their own.

Readers should take note of the helpful list of resources in the appendices including National Science Foundation Implementation Centers and Curriculum Specific Satellite Implementation Centers, Regional Centers funded by the U.S. Department of Education, and sample selection instruments.