It is a commonplace of teaching that you first try to teach the way you were taught. And so people pioneering math circles or informal learning situations often start out in the wrong direction, trying to apply to these situations the teaching methodologies that they experienced in formal classrooms.

Julia Brodsky does a wonderful job describing other ways to teach. And maybe “teach” is the wrong verb: other ways to guide students in learning from and enjoying mathematics. The mathematical examples are tailored to encourage children's exploration.

... What I loved about this book is that it gave me a chance to impart so much more than information to my children—I soon understood that the underlying purpose was not necessarily mastery of facts, but an opportunity to teach them how to think, that it is acceptable to be wrong, and that sometimes there is more than one answer to a problem.

The book is a treasure trove for home-schoolers, math-club facilitators, and—wishful thinking!—mathematics teachers galore, at large, anywhere and everywhere. Studded with wisdom of the pedagogical ages, and framed by a coherent-cum-practical educational vision that could come only from a deeply reflective and exhaustively experienced practitioner in the studio and field—one who has fielded all the “what should we dos,” “what ifs,” and “buts”— Brodsky presents a compendium of charming, accessible, just-add-water activities, in which less is more, delight trumps drill, and engagement, empowerment, and exuberance prevail. As one who has hesitated and fumbled at hosting math clubs, I cannot wait to ... as the proverbial edict goes ... “try this at home.”