Peter Liljedahl’s “Building Thinking Classrooms in Mathematics, Grades K–12: 14 Teaching Practices for Enhancing Learning” is a transformational guide that opens up a new horizon in the field of mathematics education. And although I am not a maths teacher, but as an educator and a voracious reader, I found this book to be more than just an instructional manual—it is a game-changer in the way we approach teaching in general.
Liljedahl’s guide is a culmination of his 15 years of thorough research, crystallized into 14 optimal practices that strive to move classrooms away from rote learning and repetitive calculations.
What I found particularly fascinating about this book is its ability to provide a vivid, practical picture of how these 14 practices can be implemented and progressively built upon throughout the year. Liljedahl has organized these into four toolkits, each forming a necessary building block for the subsequent one, ensuring a steady learning curve for educators.
Liljedahl also includes rich tasks, macro moves, and micro moves to facilitate the transition to a thinking classroom. As an educator, this gave me an array of techniques to draw from and immediately implement in my teaching practice.
Additionally, the inclusion of teacher and student interviews, as well as student work samples, adds a tangible and relatable aspect to the guide, allowing us to visualize the potential impact of these practices.
Liljedahl strongly advocates for the creation of a ‘thinking classroom’, a learner-centered environment where students are actively engaged in deep mathematical thinking and learning. The transformative potential of this book struck a chord with me; it is compelling and truly groundbreaking.
Liljedahl’ s teaching philosophy, as I come to see it, is theoretically grounded within experiential learning and the social constructivist paradigm where the student-centered learning approach is the main catalyst of classroom learning.
Reading “Building Thinking Classrooms in Mathematics” was indeed a rewarding experience. The book serves as a robust catalyst for change, empowering educators like myself to foster a nurturing environment conducive to deep mathematical exploration and comprehension.
This book stands as a testament to the need for transformation in the field of mathematics education, and I highly recommend it to fellow educators. The techniques laid out by Liljedahl, if employed effectively, hold the power to change the way students view and interact with mathematics, making it a vibrant, thought-provoking subject rather than a series of numbers and equations to be memorized.
What were your initial impressions of Liljedahl’s concept of a “thinking classroom”? How did your perspective evolve as you delved deeper into the book?
How did you find Liljedahl’s 14 practices for enhancing learning? Were there any that particularly resonated with your current teaching practices, and why?
Can you identify any practices that you believe would be challenging to implement in your classroom? How might you approach these hurdles?
Liljedahl discusses the role of institutional norms and habits in fostering a “non-thinking” classroom environment. Have you observed this in your own teaching experience? How do you plan to counteract these norms?
The book includes interviews with teachers and students, as well as student work samples. How did these real-life examples influence your understanding and acceptance of the strategies presented?
The author suggests implementing the practices in a certain order and building on them throughout the year. How would this model fit into your current curriculum planning? What adjustments might you need to make?
Did the inclusion of macro moves, micro moves, and rich tasks offer practical, feasible techniques for you to implement in your teaching practice?
How did this book challenge your pre-existing ideas about teaching and learning mathematics?
In what ways do you believe your students will benefit from the implementation of these practices?
After reading this book, how do you envision the future of your mathematics classroom? What steps will you take to transform your classroom into a thinking classroom?
Dr. Med Kharbach is an influential voice in the global educational landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.
