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

by Peter Liljedahl

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This seller has earned a 4.75 of 5 Stars rating from internet customers.
4.75 / 5 (4 total reviews)

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

Review summary

This seller has earned a 4.75 of 5 Stars rating from internet customers.
4.75 / 5 (4 total reviews)

Reviewers praise the book for revealing gaps in genuine student thinking in math classes and for outlining 14 research-backed practices that are clear, realistic to implement, and applicable beyond mathematics. They describe it as an accessible, useful resource for teachers and those connected to schools.

Readers say this book is:
insightful practical research-backed accessible easy to implement impactful versatile thought-provoking easy to read teacher-friendly

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From the publisher

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.

Details

  • Title Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning
  • Author Peter Liljedahl
  • Binding Paperback
  • Pages 344
  • Volumes 1
  • Language ENG
  • Publisher Corwin Publishers
  • Illustrated Yes
  • ISBN 9781544374833 / 1544374836
  • Weight 1.56 lbs (0.71 kg)
  • Dimensions 10 x 7 x 0.9 in (25.40 x 17.78 x 2.29 cm)
  • Category Education / Teaching
  • Library of Congress subjects Mathematics - Study and teaching (Elementary), Effective teaching
  • Library of Congress Catalogue Number 2020032528
  • Dewey Decimal Code 510.712

About the author

Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education and an associate member in the Department of Mathematics at Simon Fraser University in Vancouver, Canada.

Dr. Liljedahl is the current president of the Canadian Mathematics Education Study Group (CMESG) and International Group for the Psychology of Mathematics Education (PME). He serves on the editorial boards of ESM, JMTE, MTL, FMEJ, MERJ, and CJSMTE and is a senior editor of IJSME. He has authored or co-authored 9 books, 26 book chapters, 27 journal articles, and over 50 conference papers. Dr. Liljedahl is also a member of the executive of the British Columbia Mathematics Teachers Association (BCAMT) and former co-editor of their flagship journal, Vector. Dr. Liljedahl is the recent recipinet of the Cmolik Prize for enhancement of public education in BC as well as the Margaret Sinclair memorial award for innovation and excellence in mathematics education.

Dr. Liljedahl is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. His research interests are creativity, insight, and discovery in mathematics teaching and learning; the role of the affective domain on the teaching and learning of mathematics; the professional growth of mathematics teachers; mathematical problem solving; numeracy; and engaging student thinking. He consults regularly with schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy.

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