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| Acknowledgments | |
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| Understanding Teaching: Why Is It So Hard? | |
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| The Problems in Teaching | |
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| Teaching with Problems | |
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| Why Teach with Problems? | |
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| What I Teach with Problems | |
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| A Case of Teaching | |
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| An Instance of Teaching Practice | |
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| The Big Picture | |
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| Zooming In to a Lesson on Rate | |
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| Zooming Further In: Teaching Richard, Catherine, and Awad | |
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| Changing Focus: Teaching Anthony and Tyrone | |
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| Changing Focus Again: Teaching Ellie, Sam, and Yasu | |
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| From Narrative to Analysis | |
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| Why I Wrote This Book--and How | |
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| Isolation Versus Communication | |
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| Teaching as Working in Relationships: A Basic Model of Practice | |
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| Elaborating the Model: Teaching Across the Year, Across Students, and Across the Curriculum | |
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| An Unusual Research Program | |
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| Figuring out How to Display the Work of Teaching | |
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| Where Do Teaching Problems Arise? | |
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| Teaching to Establish a Classroom Culture | |
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| Arranging the Physical Environment to Support a Classroom Culture | |
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| Choosing Mathematical Content to Complement Culture-Building Practices | |
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| Zooming in on the First Mathematics Lesson of the Year | |
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| Zooming out to the First Week of School: Introducing Conditions, Conjectures, and Revision | |
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| Establishing Structures for Students' Independent and Collaborative Activities | |
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| Establishing Norms for Written Communication | |
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| What Kind of Work Is This? | |
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| Problems in Teaching in the Domain of Establishing Classroom Culture | |
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| Teaching While Preparing for a Lesson | |
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| Where to Begin, Mathematically? | |
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| Learning About My Students and Their Capacity to Study This Mathematics | |
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| Problems in Teaching in the Domain of Preparing a Lesson | |
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| Teaching While Students Work Independently | |
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| Teaching Problems in One-on-One Interactions with Students | |
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| Teaching Students to Study Collaboratively | |
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| Observing and Making Sense of the Range of Student Performance | |
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| Teaching Problems in the Domain of Supporting Students' Independent Work | |
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| Teaching Problems in Other Domains Caused by Students' Independent Work on Mathematics Problems | |
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| Teaching While Leading a Whole-Class Discussion | |
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| Teaching in the Moment so the Whole Class Can Study | |
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| Zooming out from Particular Exchanges to the Class as a Whole: Linking Students with Content Across Events | |
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| Using Students to Take the Class into New Mathematical Territory | |
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| Problems in Teaching in the Domain of Leading a Whole-Class Discussion | |
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| Problems in a Lesson Lead to Larger-Scale Problems | |
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| Teaching to Deliberately Connect Content Across Lessons | |
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| Anticipating the Connections That Can Be Made in a Problem Context | |
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| Teaching This Mathematics to This Class | |
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| Problems in Teaching in the Domain of Deliberately Connecting Content Across Lessons | |
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| Teaching to Cover the Curriculum | |
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| Teaching to Cover Topics with Problems | |
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| Viewing the Teaching of Topics Through Wide-Angle Lenses | |
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| Teaching Topics as Connected Elements of the "Big Ideas" in a Discipline | |
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| Cases of Teaching "Conceptual Fields" | |
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| Teaching Again in the "Same" Conceptual Field | |
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| Common Contexts and the Work of Coverage Across Lessons | |
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| Problems in Teaching in the Domain of Covering the Curriculum: "Invisible Work" | |
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| New Problems Raised by Reformulating Coverage in Terms of Conceptual Fields | |
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| Teaching Students to Be People Who Study in School | |
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| Teaching Intellectual Courage, Intellectual Honesty, and Wise Restraint | |
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| Working up to Mathematical Risk Taking: Teaching Richard from September to December | |
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| Integrating Academic Character into Preadolescent Social Life: Teaching Saundra to Think and to Reason | |
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| Problems of Practice in Teaching Students to Be People Who Study in School | |
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| Teaching the Nature of Accomplishment | |
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| Accomplishment in the Classroom | |
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| A Quiz on Fractions as a Resource for Teaching About Accomplishment | |
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| Problems in Teaching the Nature of Progress | |
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| Remaining Problems for Teaching | |
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| Teaching the Whole Class | |
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| Elements of Teaching in Understanding Variations in Achievement | |
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| Looking with a Wider Lens at Teaching to Differences | |
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| Figuring out What to Teach in March and Whom to Teach It To | |
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| Acts of Teaching for Working with Diverse Skills and Understanding at the Whole-Class Level | |
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| Teaching Closure | |
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| Providing an Opportunity for Students to Demonstrate Acquired Knowledge and Skill in a Conceptual Field | |