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

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.

This book stretched my thinking on student engagement in a middle school math classroom. While I don't think everything in this book is realistic, it made me reflect on my practice and make gradual changes to improve who is doing the thinking in the classroom. Highly recommend.

very good book

Peter Liljedahl's Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning is an essential guide for educators aiming to foster critical thinking in math. The book presents 14 research-based practices that transform traditional classrooms into engaging environments where students collaborate and tackle real problems. By prioritizing student-centered learning, Liljedahl equips teachers with practical strategies to enhance student engagement and deepen mathematical understanding. A must-read for anyone looking to invigorate their math instruction!

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.

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!

I am a first year math teacher and read this book in my classes at school. I decided to reread it after student teaching. I plan to implement the practices in my first classroom. There are great examples that make the concepts easier to grasp. There’s also a FAQ section after each chapter which is helpful because a lot of these ideas are new and break the mold of traditional education. I think all teachers should read this because it makes us rethink what education should look like!

This was an easy read with researched techniques to help students think for themselves mathematically. It also looks to combat some of the misconceptions about learning mathematics.