For all who are concerned with mathematics
education (a set which should include nearly everyone
receiving the Notices), KTEM is an important
book. For those who are skeptical that mathematics
education research can say much of value, it can
serve as a counterexample. For those interested in
improving precollege mathematics education in
the U.S., it provides important clues to the nature
of the problem. An added bonus is that, despite
the somewhat forbidding educationese of its title,
the book is quite readable. (You should be getting
the idea that I recommend this book!)