Teaching our children to think and reason mathematically is a challenge, not because students can’t learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits.In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. ...