Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series) PDF AZW3 EPUB MOBI TXT Download

A thinking student is an engaged studentSparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K-12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guideProvides the what, why, and how of each practice Includes firsthand accounts of how these practices foster thinking Offers a plethora of macro moves, micro moves, and rich tasks to get started

Peter Liljedahl
Corwin; First edition (October 16, 2020)
346 pages

File Size: 64 MB
Available File Formats: PDF AZW3 DOCX EPUB MOBI TXT or Kindle audiobook Audio CD(Several files can be converted to each other)
Language: English, Francais, Italiano, Espanol, Deutsch, chinese

“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.” — Caey 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 About the Author 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.  <div id="

  • Peter Liljedhahl has written maybe the most important and practical book that just can’t be ignored by teachers of math. As a sixth grade teacher, I have searched for a book that could help me “put it all together” to complete a move away from the repetitive “I do, we do, you do” method of math instruction that is STILL so prevalent in our schools. Even teachers who may have in the past resisted changing their practices because they just weren’t sure how will be able to do it with the help of the practices outlined in his book.I’m pretty skeptical about a lot of teaching books, because they often leave me disappointed. They are often full of theory and never get practical or explain how the ideas actually worked with real students. Many are “here are some important big ideas now go figure out how that translates into the real practical world of your classroom–good luck!”What I most appreciate about Building Thinking Classrooms in Mathematics is that Peter’s research comes from having been in the classrooms of many teachers over many years. It’s easy to doubt ideas that come from folks who are “coaches” and don’t live the day-to-day reality of an actual classroom. Peter supports his teaching practices and elaborates on what aspects were shown to be most effective in real classrooms. If you’re a classroom teacher, you’ll know what I mean. He even relates what he thought would happen and is honest about results that either confirmed or changed what he originally thought.Each chapter is so well-organized (and organized similarly) so that everything is easy to follow. I found myself highlighting key points and then the end of each chapter would have a super helpful summary of the macro-move for the practice and a series of micro-moves. So effective. I have heard of and incorporated several of these practices in the past but nowhere else have I seen a book that pulls so many effective practices together in one place and even organizes them such that the early practices can be incorporated first and then the rest added when ready. I am so grateful I have read this over the summer, as it will greatly influence my practices from day 1 of my upcoming school year.Peter asks this question at the end of each chapter: “What are some of the things in this chapter that immediately feel correct?” I love that because in almost every instance I thought, “All of it!”Another tremendous contribution of this book includes a discussion of rubrics and grading, two areas that are often not discussed as much amongst my colleagues and I because we can rarely find consensus and typically revert back to what we’ve always done. Peter’s ideas on rubrics have changed the way I will use them (most rubrics have WAY too much ambiguity to be used effectively by teachers or students or are so cumbersome they are overwhelming). His explanation of an alternative way to construct rubrics make SO much sense and will be helpful. And the grading chapter is an excellent beginning to rethinking how we can give grades (since most of us have to) in a way that will value what is important. I think that will still be the most challenging thing for me–Peter offers one good method of getting data, but it still seems like it could be time-intensive to me. I am more than willing to give it a try, however, because it is much better than the alternative.As a classroom teacher for almost 30 years, I can truly say without a doubt this book is the BEST in making a complete case for improving math instruction and moving toward a THINKING classroom, and SHOWS YOU HOW. How many times have you thought in your heart, “this practice is probably not the best but I’m so overwhelmed with the day-to-day demands on me as a teacher I can’t figure it out so I’ll just stick with what I’m doing.” I know this has happened to me. This book will help move you into action to change some of those practices!I am so excited to implement what I have learned this upcoming school year. I want all of my students to view themselves as “thinkers” and enjoy math as much as I do. If you teach math in any capacity, you owe it to yourself to grab a copy of this book. You’ll be so glad you did.
  • Great book but there is an issue with the font. Large boxes instead of text. Expensive book. This should not have been shipped out in this condition.
  • I really enjoyed this book and the possibilities it could have for my students. This is the most usable guide for changing the environment of my classroom.The only reason I didn’t give it 5 stars is that when I got to chapter 15 (after marking it up like crazy), I had weird blank squares rather than letters/digits. I want to share this book with coworkers, but this copy isn’t good enough for what I paid. Hopefully I’ll receive an updated and edited version.
  • I am a high school math teacher, and I think this book is amazing. I waffled about buying it, since I have read all of Liljedahl’s research papers and followed the thinking classroom movement for years, and had implemented many of his suggestions. Would it really be worth it? Would I learn anything new? The answer is definitely YES. Each chapter is focused on a particular classroom practice, and Liljedahl briefly shares his reasearch process (many, many classroom implementations, and lots of student interviews) and results. Then he shares the specific moves that worked best according to his research. Each chapter has a FAQ section, which usually includes exactly the skeptical questions I would have asked, along with reasonable, specific answers. There is a TON of very clear advice in this book, actionable advice that doesn’t require a lot of money or equipment to implement. It DOES require a willingness to try some new approaches for long enough to see results. I’ve been doing this for four years, and am only growing more convinced that what Liljedahl discovered in his research works in my classrooms as well. I’m reading this book during the summer, and it’s getting me excited for next year, and I see solutions to a few of my teaching difficulties.
  • This book is jam packed with actionable steps to improve students thinking and engagement. I have completely finished the book, but you can start with your classroom almost immediately. I’ve enjoyed how the author explained how each step was found through years of trial in classrooms. Also the FAQ at the end of each chapter answer common questions or thoughts from teachers about that specific behavior. This book is an easy read and I will be referencing it for years to come! The best book I’ve bought that is filled with practical steps to help me move toward conceptual learning.
  • This is the BEST education-related book I have ever read. Thorough research was done and is referenced occasionally, but he doesn’t bore you with it. Instead, it is a fine-tuned collection of practices that elevate student thinking, increase the joy of teaching, and eliminates the soul-sucking “monkey see-monkey do” examples and worksheets cycle that is so prevalent in math classrooms across the country. This is now my math teaching bible!
  • If you are ready to take a giant leap towards more engaging and effective instruction, this book will give you practical steps towards creating an environment that is conducive to authentic engagement. Students take ownership of learning as you provide the tasks and structure necessary to foster critical thinking.
  • I knew about Dr. Peter Liljedahl’s work having read some of his papers and reviewed his presentations, and I have been incorporating them over the last 4 or 5 years. I hesitated in buying this because I thought I knew a lot about Building Thinking Classrooms, and I am so glad I BOUGHT the book!This book really flushes everything out in an extremely practical method. Each chapter he presents the issue from his research from REAL math classrooms, defines the problem, provides the approach that works, answers your FAQs, and summarizes the approach.Change your classroom from students who mimic you to students who think for themselves!
  • Mimicking, faking, stalling, slacking, I have seen all kinds of behaviours like these in my math class. Now with Thinking Classrooms by Dr. Peter Liljedahl, students are doing what all math teachers want them to be doing – thinking. I have seen many teachers including Dr. Liljedahl present this idea at many professional development opportunities. I have tried what I learned from each occasion, but it seemed disconnected. Now with this book, everything is clear. Every sequence of implementation is clear. As I implemented each of these 14 practices of thinking classrooms in my class, I gained more confidence as I saw students talking to each other discussing about math in a passionate way. They feel comfortable and safe in math class creating a community. This is what I wanted.
  • My wife has taught for almost three decades and also has taught teachers at an education faculty at a university. She says this guy is the absolute bomb and she’s implementing his stuff in her classroom all the time. I know NOTHING about it but she’s happy so I’m happy 😃
  • Reminds me of David Rock’s book Quiet Leadership (a must read for anyone in a “thinking” business), but customized to the K-12 classroom. A fantastic read, I enjoyed the presentation of knowledge in every chapter, especially the insightful FAQ sections from other teachers participating in the research. Hats off to everyone involved!
  • This is the best professional development I have done as a Maths teacher. My students are more engaged than ever, learning more than ever, and it has fostered a culture of building meaningful relationships between myself as the teacher and the students, as well as students with each other. This book is an amazing act of service to the Mathematics community and to education as a community as well. I have always believed in Peter Liljedahl’s work, but this book now makes it possible for me to implement Building a Thinking Classroom to its full potential. I will be passing all I have leaned in this book to my student-teacher, and I will be recommending it to all of my Mathematics teaching colleagues.
  • What a wonderful resource! This will totally transform my practice and is a must-read!! Every math teacher should read this book and look to implement some or all of the recommended practices to enhance student thinking, engagement and achievement!
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    File Size: 64 MB