A thinking student is an engaged student Sparked 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 guide

• Provides 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

Autorentext

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

Klappentext

A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked 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 guide Provides the what, why, and how of each practice and answers teachers' most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.

Zusammenfassung
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.

Inhalt

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