Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series)

Description

Transform passive math students into active, engaged problem solvers with Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning. Authored by educational researcher Peter Liljedahl, this groundbreaking resource is a must-have for modern educators seeking to completely revitalize their instructional approach. Based on over 15 years of rigorous research, this book shifts the focus of mathematics instruction away from rote memorization and institutional mimicry toward genuine, deep cognitive engagement.

The text outlines 14 optimal practices for creating a classroom environment where thinking is not just encouraged, but unavoidable. Liljedahl breaks down the traditional, teacher-centered model and introduces highly effective, unconventional strategies—such as utilizing vertical non-permanent surfaces (whiteboards or windows) and forming visibly random student groups. Complete with practical “macro-moves” and “micro-moves” for implementing these changes, this guide helps teachers seamlessly organize their classrooms, answer student questions in ways that foster autonomy, and overhaul grading practices to truly reflect a student’s learning journey.

Key Features:

• 14 Optimal Practices: Provides a step-by-step, research-backed framework for fostering a culture of deep mathematical thinking in any K-12 classroom.

• Visibly Random Groups: Explains the profound psychological and collaborative benefits of utilizing frequently changing, visibly random student groupings.

• Vertical Non-Permanent Surfaces: Details how moving students out of their desks and having them work on vertical erasable surfaces dramatically increases engagement and risk-taking.

• Defronting the Classroom: Offers strategies for breaking down traditional power dynamics by removing the traditional “front” of the classroom.

• Redesigning Assessment: Guides educators in shifting their grading and evaluation methods to focus on the continuous process of learning rather than final answers.