In this book, a team of teachers and staff developers discuss the transformations of their practice as they read and write in mathematics classrooms, introduce mathematical history and ideas into their social studies and English classrooms, design interdisciplinary projects, and assess student learning more thoroughly. The book also offers models of literature and curriculum planning to help teachers develop their own programs. It is a practical contribution to the current standards-based reform effort toward making students' experiences of middle and high school more relevant, meaningful, and productive. (KHR)