An Ed.D. student has co-edited a new book that shows how problem-based instruction can transform K–8 math teaching.

Ashley Powell, an Ed.D. student in math education, is on the editorial team for the new edition of “Teaching Mathematics Through Problem Solving K–8, Expanded Edition.” The book bridges research and practice to show how problem-based instruction can transform learning. Building on the central focus of the best-selling first edition, edited by emeritus faculty member Frank Lester, this newly expanded and redesigned volume brings forward the original authors’ vision for teaching through problem solving, enriched with fresh context, current research, and expert insights.

Powell was invited to be a part of the project through a math mentor and colleague who had previously presented with her on problem-based learning at state and national conferences. 

The book is ideal for K–8 teachers, coaches, principals, and district leaders since the versatility of it allows readers to jump into any chapter and find ready-to-use ideas.

“As a district leader, I see this book as a vital bridge between research and practice, demonstrating how problem-based instruction can fundamentally shift the way students experience mathematics,” said Powell. “Decades of research show that students build a deeper, more flexible understanding when they are given opportunities to do mathematics, grapple with meaningful problems, test ideas, compare approaches, and make sense of patterns. This kind of learning requires space for students to explore, reason, and construct their own understanding before formal strategies are introduced.”

Powell added, “In many classrooms, well-intentioned instruction moves too quickly into telling students what to do rather than letting students make sense of the mathematics before formalizing knowledge and procedures. When this happens, students may be able to repeat procedures but miss the opportunity to engage in authentic mathematical thinking that strengthens conceptual understanding and empowers them as problem solvers. This book helps educators strike the right balance between exploration and explanation by offering practical structures, classroom examples, and research-based guidance that support a more student-centered approach to learning mathematics.”