This 89-page book is a collection of essays that provides an overview of algebraic topics, with suggestions that support the teaching of algebra to all students. Together, these essays address the need to change the way algebra is taught in all schools.

The editor states, "This document is written for supervisors and teachers who influence the teaching of algebra and who can and will address the problems facing our under-served and underachieving populations....The principles educators should follow for the populations just mentioned are also valuable principles for our total population in general, including those who will be enrolled in a formal algebra course" (p. v-vi). The essays deal with issues related to providing all students with the necessary background to successfully master algebra and compete effectively in today's marketplace.

Written shortly after the publication of NCTM's Standards (1989) and the Mathematical Sciences Education Board and Everybody Counts (1989), this book elaborates on the importance of algebra and algebraic thinking. Each of the eight chapters is an essay written by a different author or pair of authors and each relates "to a specific aspect of the need to teach the fundamentals of algebra to the entire population" (p. v), referencing relevant research to support their ideas. The authors make numerous references to the Standards, particularly those addressing algebra, and the book can be thought of as a first step to link the standards to changes in classroom practice in the teaching of algebra.

The authors are particularly mindful of ways to enhance algebra education for low-achieving and under-served students. The essays are short and relatively easy to read, although some are somewhat technical and have a very specific content focus. The book includes an annotated bibliography of useful resources that can be used to help teachers implement suggestions in the essays.

An initial framing essay provides an overview of the issues involved in ensuring that algebra is accessible to all students. Subsequent chapters focus on topics such as:

• the content and processes necessary in preparing students for a formal algebra class;
• ways to enhance the transition of students from arithmetic to algebra by changing the content, instruction, and pacing of the middle school curriculum;
• issues to consider when providing assignments and classroom activities that are consistent with giving students a meaningful context for algebra;
• developing and maintaining skills in communicating mathematical ideas;
• how algebra acts as a filter to separate many students from future opportunities, and how teacher and student expectations impact this; and
• using technology to make algebra more accessible to all.

Each essay ends with a summary of the content and a reinforcing statement about how the particular chapter helps make the study of algebra accessible for all students.

Algebra for Everyone is a valuable resource for providing a framework for challenging traditional thinking about the teaching of algebra. Professional development providers could use the essays as focus areas to address issues of curriculum reform.

Reviewers noted that, while the content of the book is pedagogically sound, it lacks direct examples from current classroom experience. Thus, the reader or professional development provider would need to develop the means to apply the methods in the classroom and to determine how to evaluate achievement.

Although reprinted in 1997, this book has not been revised since it was first published in 1990, and therefore does not include any of the work done since that time. However, Algebra for Everyone is still an excellent resource for fostering awareness that everyone can develop the fundamentals of algebraic thinking.