About the Author Introduction Category 1: Face-to-face Chapter 1: Building a Thinking Classroom with Social Distancing Chapter 2: Building a Thinking Classroom with Fixed Seating Chapter 3: Building a Thinking Classroom with Small Class Sizes Category 3: Virtual Chapter 4: Building a Thinking Classroom for a Synchronous Virtual Setting Chapter 5: Building a Thinking Classroom in an Asynchronous Virtual Setting Category 2: Hybrid Chapter 6: Building a Thinking Classroom for an Asynchronous Hybrid Setting Chapter 7: Building a Thinking Classroom for a Synchronous Hybrid Setting Category 4: Other Learning Environments Chapter 8: Building a Thinking Classroom for Independent Learning Chapter 9: Building a Thinking Classroom for Homeschooling Category 5: Supporting Learners Chapter 10: Supporting Students with Unfinished Learning of Previous Concepts in a Thinking Classroom Chapter 11: Supporting Students with Unfinished Learning of the Current Concepts in a Thinking Classroom Chapter 12: Thinking Classroom Practices for One-on-One Teaching
Dr. Peter Liljedahl is a Professor of Mathematics Education at Simon Fraser University in Vancouver, Canada. He is the current president of the Canadian Mathematics Education Study Group (CMESG), past-president of the International Group for the Psychology of Mathematics Education (IGPME), editor of the International Journal of Science and Mathematics Education (IJSME), on the editorial board of five major international journals, and a member of the NCTM Research Committee. Peter has authored or co-authored numerous books, book chapters, and journal articles on topics central to the teaching and learning of mathematics. He is a former high school mathematics teacher who has kept his research close to the classroom and consults regularly with teachers, schools, school districts, ministries of education, and universities on issues of teaching and learning, assessment, and numeracy. Peter is a sought after presenter who has given talks all over the world on the topic of Building Thinking Classrooms, for which he has won the Cmolik Prize for the Enhancement of Public Education and the Fields Institute's Margaret Sinclair Memorial Award for Innovation and Excellence in Mathematics Education.