Building Thinking Classrooms in Mathematics

Peter Liljedahl wrote the Building Thinking Classrooms in Mathematics book. It is a radical handbook for math teachers. This book can be useful for those who are looking to create greater student involvement and self-motivated thinking. The author based this book on a decade of research. The book introduces 14 practical strategies. It also encourages collaboration, critical thinking, and substantive problem-solving in K-12 schools.

Furthermore, the author explains how to move away from conventional and receptive classrooms. It presents established classrooms where students think openly and learn actively. This book has roots in real-world classrooms. It is an important tool for educators and instructional coaches.

Who is the Building Thinking Classrooms in Mathematics Book For?

The author aims this book at K-12 mathematics teachers who want to shift from memorization to thinking-centered classrooms. It offers 14 evidence-based strategies. This book provides detailed “what, why, and how” guidance. It also includes macro and micro teaching moves and challenging tasks. Moreover, the author provides many tools to help teachers. It also cultivates deep student thinking, engagement, autonomy, collaboration, and equity in math learning environments.

Basic Information About The Book

Book Title: Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning

Author: Peter Liljedahl

Publisher: Corwin

Publication Date: 20 January 2021

ISBN-10: 1544374836

ISBN-13: 978-1544374833

Edition: First Edition

Number of Pages: 344 Pages

FAQs

1. What is the main idea behind the Building Thinking Classrooms in Mathematics book?

This book promotes teaching practices. It encourages students to think deeply and independently in math class. The author provides 14 research-based practices. It includes working with vertical non-permanent boards and visibly random groups. Furthermore, this book breaks old patterns of problem-solving. It also helps foster deep thinking in students that enables them to cooperate and genuinely participate in mathematical thinking.

2. Who does the author intend the book for?

The author primarily wrote this book for K–12 math teachers. However, all educators at any level can benefit from it. It also offers practical approaches that are based on research. The book also helps teachers who are seeking to transform their classrooms into environments. So, all the students can interact, collaborate, and critically think about math regularly.

3. What are Vertical Non-Permanent Surfaces in the book?

VNPS are vertical writable boards that you can set up around the room. Students solve problems while standing up. It promotes collaboration and visibility of thinking. It also enhances student engagement and decreases math anxiety. This book helps students shift from being passive to being active. It also includes problem-solvers who are working in a social and supportive environment.

4. What are Visibly Random Groups, and why are they important?

VRG refers to students being randomly and visibly allocated to new groups for each task. This practice breaks down social fences and promotes fairness. These practices also help build community and involve all students. It levels the playing field and promotes peer teaching for everyone. All in all, this book keeps students mentally and socially flexible in classroom activities.

5. Can an individual implement the practices gradually?

Absolutely! The author promotes gradual implementation. Basically, teachers can begin with a single practice, like VNPS or VRG. Then, they can expand slowly as they become more confident. The book also presents recommendations for sequencing and modifying strategies to meet different classrooms. It also indicates how you can make change manageable and sustainable in the long run.