This text investigates the pedagogical challenge of selecting and implementing high-quality mathematical problems to foster deep conceptual understanding in students. Francis "Skip" Fennell, a recognized expert in mathematics education and former president of the National Council of Teachers of Mathematics, utilizes his extensive background in curriculum development to provide a framework for problem-based learning. The book argues that the quality of mathematical discourse is directly tied to the complexity and structure of the problems presented in the classroom.

Educators frequently cite this work as a practical resource for integrating rigorous problem-solving into daily lesson plans. Experts highlight the author's ability to translate complex pedagogical theory into actionable classroom strategies for teachers at all experience levels.