Foreword by Tracy Johnston Zager
Introduction
Chapter 1: What Are the Types of Tasks We Use in a Thinking
Classroom?
Chapter 2: How We Form Collaborative Groups in a Thinking
Classroom
Chapter 3: Where Students Work in a Thinking Classroom
Chapter 4: How We Arrange the Furniture in a Thinking Classroom
Chapter 5: How We Answer Questions in a Thinking Classroom
Chapter 6: When, Where, and How Tasks are Given in a Thinking
Classroom
Chapter 7: What Homework Looks Like in a Thinking Classroom
Chapter 8: How We Foster Student Autonomy in a Thinking
Classroom
Chapter 9: How We Use Hints and Extensions in a Thinking
Classroom
Chapter 10: How we Consolidate a Lesson in a Thinking Classroom
Chapter 11: How Students Take Notes in a Thinking Classroom
Chapter 12: What We Choose to Evaluate in a Thinking Classroom
Chapter 13: How We Use Formative Assessment in a Thinking
Classroom
Chapter 14: How We Grade in a Thinking Classroom
Chapter 15: Pulling the 14 Practices Together to Build a Thinking
Classroom
References
Dr. Peter Liljedahl (he/him) is a Professor of Mathematics
Education in the Faculty of Education at Simon Fraser University,
author of the best-selling book, Building Thinking Classrooms in
Mathematics (Grades K-12): 14 Teaching Practices for Enhancing
Learning, and co-author of the best-selling book, Mathematics Tasks
for the Thinking Classroom (Grades K-5). Peter is a former high
school mathematics teacher who has kept his research interests and
activities close to the classroom. With a passion for fostering
deep mathematical thinking and problem-solving skills, Peter has
dedicated his career to reshaping classroom environments. His work
emphasizes thinking, collaborative learning, and problem solving,
leading to more effective and meaningful mathematics education
experiences for students of all ages. Through his research-based
innovative teaching methods, Peter continues to inspire educators
worldwide to create dynamic and thought-provoking learning spaces.
He consults regularly with teachers, schools, school districts, and
ministries and departments of education on issues of teaching and
learning, problem solving, assessment, numeracy, and building
thinking classrooms. Peter has authored or co-authored 13 books, 45
book chapters, and 45 research articles on a wide range of topics
including creativity in mathematics, the role of beliefs in the
teaching and learning mathematics, and building thinking
classrooms. He is the recipient of the Cmolik Prize for the
Enhancement of Public Education (2017), The Margaret Sinclair
Memorial Award Recognizing Innovation and Excellence in Mathematics
Education (2018), and the Læringsprisen for Changing the way we
think about Education in Denmark (2022).
For information about consulting on Building Thinking Classrooms,
go to https://www.buildingthinkingclassrooms.com/consulting
"Building Thinking Classrooms in Mathematics exudes enthusiasm for
students, how they think, and how those thoughts coalesce into
powerful thinking classrooms. It′s also deeply practical,
describing how everything from the teacher′s questions to the
arrangement of the furniture can add to your students′
learning."
*Dan Meyer*
"If your students are not the ones doing the thinking in your
classroom, then this book is for you! Peter Liljedahl
provides concrete advice on each of 14 research-based practices,
along with answers to frequently asked questions and suggestions
for getting started, which will help you build a classroom where
student thinking is the norm."
*Peg Smith*
"Peter Liljedahl’s Thinking Classroom framework transformed my
mathematics classroom overnight. I was frustrated that despite my
best teaching efforts, some of my students still couldn’t solve
simple problems by their final exam. This framework gave me a
starting point that I started implementing the very next day and
next steps to continue incorporating as my practice evolved.
Students began to talk to each other, think through complex
problems, rely less on me and more on each other and best of all
had better success in the courses I taught. The Thinking Classroom
framework was exactly what my students and I needed!"
*Laura Wheeler*
"Peter refers to his research as ′mucking about,′ and that is the
key thing for me, that he goes into actual classrooms, and does
math with students. We learn the most from being in actual
classrooms, talking to students, and figuring out how they think
about mathematics tasks. We need our students to be better
thinkers, and to see mathematics for what it is: a beautiful way of
thinking. We need them to see that they, too, can have powerful
insights into interesting mathematics problems."
*Matthew Oldridge*
"An in-depth action plan backed with significant research and data,
Liljedahl’s plan is one that can improve every classroom for the
better, and he foresees and addresses any questions or concerns you
may have regarding implementation. It is clear Liljedahl
understands the students I teach in his list of student behaviors
and this book outlines methods to increase the thinking and
engagement of all my students. I was able to implement many of the
methods the very next day."
*Leslie Mohlman*
"Peter Liljedahl’s work is accessible, inspired by research, and
embedded in classroom practice. He digs deeply and concisely into
what it means to teach, learn, and assess in a thinking mathematics
classroom. Elementary teachers, especially, will recognize
themselves in this resource. Peter makes visible the often
intuitive moves of elementary classroom teachers, describing what
it is we are doing when it all just works, and how to meaningfully
shift our practice when it doesn’t. From the way the
furniture is arranged to how mathematical questions are posed, from
who holds the pen to how to foster productive struggle and
resilience, Peter sets the stage for genuine mathematical
engagement in learners of all ages."
*Carole Fullerton*
"Research in education that turns right around and informs our
practice is invaluable in today’s schools and classrooms.
Peter uses evidence gathered in mathematics classrooms to directly
inform how we make changes to our teaching and learning that
enhances learning. This is the essence of evidence-based
practice, practice based on evidence from the very classrooms we
seek to influence."
*John Almarode*
"After years of leading lessons in an ‘I do, we do, you do’ format,
I found that my students lacked a productive disposition towards
mathematics and would give up on problems easily. I knew something
had to change, but what was I going to change in my teaching
practice and how was I going to get there? After 10 years of
experimenting with different pedagogical approaches, classroom
environment setups, and developing my own content knowledge, I
realize that this book is the resource that could have helped me
expedite the transformation I was after - moving from a classroom
of "mimickers" to building a classroom of "thinkers". Save yourself
years of experimentation by investing a few hours reading this
excellent book. Your students will thank you."
*Kyle Pearce*
"Building Thinking Classrooms is an instructional tour de force for
any math teacher. From his extensive research, Peter offers
remarkably actionable classroom structures and teacher facilitation
moves that get students to think and move forward in their
thinking. I′m thrilled it′s finally here!"
*Fawn Nguyen*
"For years I have heard about Thinking Classrooms in workshops,
articles, and online. This engaging book has taken all the pieces
that I have heard and seen and presents them in an easy to read,
and more importantly, actionable package. Things that seemed a
little too "I could never do that" for me now seem doable and I am
inspired to begin to make changes. I am left with plenty to reflect
upon in my current practice even as I begin to think about moving
to a Thinking Classroom."
*Casey McCormick*
"Building Thinking Classrooms prompts us to reflect on the
potential of mathematics classrooms, teachers, and learners.
Supported by numerous stories from classrooms, Peter methodically
exposes the familiar structures of school mathematics that suppress
the potential of learners, then carefully outlines a set of
opportunities around which teachers of mathematics can organize a
dynamic and responsive classroom."
*Nat Banting*
"Though there are many innovations in the area of teaching
mathematics, few speak with a particular lens in terms of setting
up an environment where thinking is made visible and public, where
positive interdependence is connected to individual and group
accountability, and where students rely on their own agency as well
as the wisdom of their peers. One where the teacher is freed up to
have eyes on all student work, and watch the thinking process in
action. In other words, thinking becomes a clearly visible
driver in this environment. All of this supports the release
of responsibility to the students. It honors their voices,
allows for the bumps in learning, and makes the thinking more
public, thus supporting and encouraging risk-taking in a safe and
supportive environment."
*Yana Ioffe*
"This book is timely and provides an accurate portrayal of what is
occurring in mathematics classroom across the country. The book is
a valuable reflexive tool that teachers can use as they analyze
their own teaching practices."
*Kenneth Davis*
"Peter’s work in Building Thinking Classrooms has been the single
most impactful (driver for) change in secondary mathematics
education that I have witnessed. I have never seen another
idea/approach/model capture so many teachers immediately, and make
it past the point from learning to actual implementation in almost
every classroom or instance that I have witnessed."
*Mishaal Surti*
"For teachers hoping to transform their teaching practice, Peter
has written a definitive source. Peter’s conversational style makes
this work both interesting to read and easy to follow. He describes
a rich set of practices that will help mathematics teachers
transform, in a positive way, everything about their classroom.
Peter turns the daunting challenge into something manageable with
advice that is both believable and practical."
*David Wees*
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