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.ย Building Thinking Classrooms in Mathematics, Grades K-12ย helps teachers implementย 14 optimal practices for thinkingย 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
Takuya –
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.
Susan Carriker –
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.
E Reiser –
Every math teacher needs to read this book! It very clearly explains the optimal way to set up and run a math classroom to result in students who think rather than just mimic solving problems. Chapters are short, to the point, jargon-free and provide a good visual summary along with discussion questions. This is one of the best books on mathematics education that I have ever read.
1st_axiom –
This is the BEST education-related book I have ever read. Thorough research was done and is referenced occasionally, but he doesnโt 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 โmonkey see-monkey doโ examples and worksheets cycle that is so prevalent in math classrooms across the country. This is now my math teaching bible!
smile02me –
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. Iโve 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 Iโve bought that is filled with practical steps to help me move toward conceptual learning.
BigSur –
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.
Stein Lee Schreiber –
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!
Rebecca Tees –
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 didnโt 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 isnโt good enough for what I paid. Hopefully Iโll receive an updated and edited version.
Catherine Oliver –
I am tough on advice books. This is research-based and a quick read. I binged it in a day and have since explored related groups that are all “building thinking classrooms”. Some of these items I have discovered through trial and error teaching over the years and the rest were new. It is still good to see that what I’ve seen is backed up. It makes it easier to take the leap on the remaining steps.
Brandi Caldwell-Henderson –
Excellent book for any math teacher looking to make radical change to the classroom. Step by step examples of what to do and lots of suggestions.
Pilar Valdes –
This book is amazing. I have been teaching 14-15 years and felt I have learned so much. I have recommended it to all my teacher friends. Mind blowing. Simple changes that I canโt wait to implement in my classroom!!!
Dawn Burgess –
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.
Melinda Defee –
I love this book and will be implementing the teaching practices I leaned this upcoming school year. I highly recommend this to any math teacher at any grade level.
Angela Fritzgerald –
This book is eye opening. I am in chapter 10 and now have a better insight as to what my class should look like. The only downside is not the book itself, but the times that we live in where the COVID19 cases are rising; so the group work may not be feasible or safe for students to be in such a close proximity.
Susannah B. –
Amazing book- game changer for mathematics instruction. Read it!
Kristin Huff –
I received my book today and immediately checked chapter 15. The publishers have fixed the mistake, they even added some color. I was apprehensive to purchase this book due to the defect, but I am happy to know that it has been fixed. I canโt wait to begin reading it!
Kathy Almanza –
This is an excellent book they gave a ton of great recommendations. A must read
Julie –
This book gives great, research based suggestions to improve thinking and engagement that can be implemented immediately.
JW79 –
This is such a great and practical book! I actually read it three times this summer because there is just SO much to take away from each chapter. I’m very excited to try out some of these techniques in my classroom this year. This book addressed very specifically many of the issues I was having in my middle school classroom with getting students to think for themselves. This is a must-read for any math teacher!
Math Customer –
So many good ideas that it’s almost overwhelming (in a good way)! Can’t wait to try some of these ideas in my classroom, although I wish there were a few more curricular examples to help me figure out what a lesson should look like.
Sonja Williams –
Get it. Read it. Do it!
M. K. Kolencik –
Itโs going to take me a while to implement all the wonderful content here in my classroom. But boy will it be worth it! I highly recommend this book, especiyfor teachers in 360 classrooms!
Martha FitzPartrick –
This book has changed how I will teach my high school math classes. This puts learning on the students and gets them to think. You will still be tired but students will be thinking instead of mimicking and will be having fun working collaboratively in the classroom.
Kathy Mimms –
I highly recommend this book to all teachers, K-12!
Math Customer –
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 sheโs implementing his stuff in her classroom all the time. I know NOTHING about it but sheโs happy so Iโm happy ๐
Vladislav –
Solidly rooted in research and a practical how-to guide for applying the techniques in the classroom.
K.M. –
A refreshing, researched and educated approach into a thinking classroom.
A must read for any math teacher and administrators looking to change the game.
Math Customer –
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 Liljedahlโs 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.
Math Customer –
I used this for a book study, and it was a good read and exactly as expected.
Angela G –
Great info on grouping! Love this book!
Cami Kreun –
This book has so many useful ideas and is written in an easy-to-read, easy-to-apply format. Every math teacher should read this book.
Neal Weisman –
The first book about teaching I have read that makes me excited to put its ideas into practice. Thanks so much for your work!
C.M. –
Loved this book. Canโt wait to implement the teaching practices once we can go back to randomly grouping students daily. Covid is creating a bit of a hassle since we need seating charts for contact tracing
Danielle F –
I read the book last summer and have implemented some of the practices this year in my Precalculus classes. This has been the biggest change in my 18 year teaching career. Students focus has shifted to learning rather than “getting it done” and I have no student or parent complaints about grades (or anything else). Peter’s description of “studenting” in the introduction was spot on, and then the chapter on not grading homework sold me. I look forward to implementing more practices next year!
Sheri Pierce –
This will help students see math as something you do and talk about. Students work together and talk about their ideas.
scraplight –
This book really shows the importance of engaging students in their learning and what techniques make a classroom a true learning space. It starts with changing the environment to focus on encouraging student thought instead of just โmimicking โ what is taught in class.
I was energized to change my class right away!!
Kalogirl –
great product I have been using this book since I received it. It helped keep my students more engaged.
D. Lee –
Iโd recommend this book to new and veteran educators. Lots of great strategies that can be implemented in the mathematics classroom.
Jill S. –
I loved the ideas in this book and ways to grow students engagement and efficacy. Excellent read!
Anne P –
The author provides so many excellent strategies for getting students to think mathematically.
ALVARO&CARLOS_VILLAN. –
Lo uso en mi trabajo y por eso lo veo como รบtil y provechoso.
KB –
I think this is the book which which will have the biggest impact on my teaching put of all I’ve read. So many good ideas and aha moments!
Maureen M. –
The book arrived today and Iโve read the foreword and part of the introduction. I am fully engaged and want to keep reading. I am that teacher who goes over homework, teaches a lesson, then assigns some work. Every. Single. Math. Class.
I am looking forward to reading more. I will update as I continue reading.
Sarah Mullin –
This book is well written and speaks to my veteran teacher heart. (30 years this fall!!) It’s realistic as in it talks about what REALLY goes on in a classroom instead of the yearly dog and pony show observation time.
Bonnie –
Great read. Great resource!
Bondi –
Excellent! Research-based, with clear guidance as to how to implement philosophy/strategies in the classroom. I read โMathmatize it!โ (Written by a different set of authors) Right after and the two are ridiculously compatible. Game-changer!
Turtlz –
This book is fabulous.
majamodu –
Book arrived as described.
Shannah Smith –
I canโt wait to implement these strategies myself. They make sense and theyโre well-researched! Iโm sure there are some strategies that will be more challenging than others, but I canโt wait to work them all out and figure out how I can fit them into my overall teaching practice.
Emily Herren –
This has been a great summer reading to reshape how I hope to approach the coming school year. It has a great mix of practical and conceptual skills to implement.
clarksl –
This book will transform the way you teach. It is a must read for all mathematics teachers.
Jonathan –
Super helpful! I will be making some changes next school year and Iโm very excited
L.P.Jessell –
I bought this for every member of our department from those with one year experience up to those with 40. Great resource. Great food for thought and, sure, not all ideas are for everyone but many can be implemented in a variety of school settings.
LPoz –
Get rid of the archaic way of teaching!
Keith D Skinner –
A must read for any teacher of mathematics. This model is a change worth making.
Elizabeth Joan Clark –
Love the pedagogy!!!!
Carol –
This book is helpful for any teacher. I teach high school physics and the ideas work great in my classroom.
FRL –
I’m implementing BTC and have joined the Facebook group…super helpful!
mathgirl –
Research is amazing and this book will change your teaching forever.
Lori L LaLonde –
This book is changing my classroom, the kids are owning their learning and having to learn to communicate and get along. Highly recommended.
Tasha<span class="a-icon a-profile-verified-badge"><span class="a-profile-verified-text"></span></span> –
Purchased this book for summer reading. I have implemented some if the strategies and my students are loving it. I like how you dont feel pressured to implement all of the strategies at once.
Kyle M –
The book came quickly, but not in great condition. The spine has a dent in it, the edges of the pages are curled, and the bottom corner of the cover and first few pages is folded.
Hilario –
Math Customer –
I love this book! It is a lot to take in and should be ideally implemented piece by piece. Not everything presented will work with what my district requires as far as grading, but I have gained new insight and many great ideas to implement in my classroom!
Maarten Boelens –
Excellent book full of great ideas that I will start experimenting with. Althoug I do not agree with all that Peter writes, It will absolutely transform my way of teaching.