Coming To Know Number and Developing Mathematical Fluency are the two most important math resources a teacher can own. Full of activities to build number sense, fluency, deep thinking, confidence, perseverance, and understanding; these books are often found in our teachers' classrooms well-used, dog-eared, and ratty. Simple explanations and ready to use activities allow students to develop personal strategies from building and decomposing numbers to calculating percent and operating with fractions. We give all of our new math teachers with copies of both books as they start their teaching journeys. A big thank you to Mathematics Learning from students developing number sense, conceptual understanding, and a love for math around the world.

Grande Prairie and District Catholic Schools

I have two "Pre-Algebra" classes with varying exceptionalities, level of interest in school, and some with special needs. It has been a challenge to meet them all at their level and keep them engaged. Today, however, was successful. We are writing systems of equations. I used the first Integer two ways as a warm up to their assignment -- wow. You could hear the learning - "How can it be -2", "Adding two negatives gives you negatives not positives...just when you multiply" You very well know what I heard, as this is the reasoning that occurs when using your product....Thank you, again.

Grayson Wheatley and his Mathematics Learning Problem-Centered Learning materials caused a Mathematics revolution in our large, urban school district! Materials such as Coming To Know Number, Developing Mathematical Fluency and Quick Draw became staples in our elementary classrooms. We experienced consistently rising trends in our students' mathematical standardized achievement results over the course of several years during implementation. I believe that proof of quality materials are found in longevity. Some teachers who used these materials and who, years later, have since moved into administrative positions are still ordering and using Grayson Wheatley's materials!

The materials available from Mathematics Learning are an excellent source of meaningful and challenging tasks for elementary and middle school students. Tasks are presented visually, which fosters a conceptual approach to mathematics based on sense-making and not merely computational procedures. Students find these visual tasks to be engaging. Also significant in Coming to Know Number and Developing Mathematical Fluency are the sections for teachers on problem-centered learning, classroom culture, and effective learning environments for empowering students, which can revolutionize their notions about the role of the teacher in optimizing learning opportunities for their students. Buncombe County Schools, Asheville, NC, 1987-2009

I have used Dr. Wheatley's books, Developing Mathematical Fluency and Quick Draw, for the past 11 years in 5th through 8th grades at Francine Delany New School for Children. The tasks are scaffolded so that no matter where your students are, they can access this interesting material. Dr. Wheatley approaches computational mathematics to construct knowledge rather than memorized procedures. The tasks are varied and my students enjoy the work. The material supports a deeper understanding of how we think about and use meaningful mathematics. It is clear that our students understand mathematics to a much greater extent than if they were to use traditional mathematics text books. Sometimes the tasks are whole class lessons, sometimes they are warm ups and also, individual. Students can use the material at their own pace. One of the many things I really like is how the material supports differentiated instruction because of the way it is scaffolded. With Quick Draw, our students are given the opportunity to form mental images and make spatial connections. Students share what they saw and how they drew their figures. This can give an opportunity for others to see things and make connections they wouldn't have with traditional procedural tasks. These are truly amazing materials.