Building Thinking Classrooms in Mathematics: A Comprehensive Guide for Grades K-12 (3 book series)
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Engage Students in Deep Mathematical Thinking Across Diverse Settings
Peter Liljedahl’s Building Thinking Classrooms in Mathematics series provides practical, research-based strategies to foster deep thinking and enhance learning in K-12 mathematics classrooms. Drawing from over 15 years of research, Liljedahl and co-author Maegan Giroux offer educators a comprehensive framework for implementing 14 optimal teaching practices that drive student engagement and meaningful mathematical learning.
The series starts with Building Thinking Classrooms in Mathematics, Grades K-12, a guide that explains the what, why, and how of each practice, including firsthand accounts, macro and micro moves, and rich tasks to promote thinking. Teachers will find an array of strategies to transform their classrooms into dynamic spaces for deep learning.
The follow-up supplement, Modifying Your Thinking Classroom for Different Settings, adapts these practices for a wide range of teaching environments, including socially distanced classrooms, virtual, hybrid, and homeschooling settings. It provides guidance on how to implement and adapt thinking practices to fit 12 distinct settings, offering updated tools, suggestions for unfinished learning, and recommended sequences for each context.
In Mathematics Tasks for the Thinking Classroom, Grades K-5, Liljedahl and Giroux provide practical tasks aligned with the 14 thinking practices. With 20 non-curricular and 30 curricular tasks, this resource offers step-by-step guidance on launching, facilitating, and consolidating math tasks, along with examples of student solutions, teacher prompts, and assessment strategies. The book also includes access to a companion website with downloadable resources and templates to help teachers craft their own thinking tasks.
Together, these resources empower teachers to create engaging, thinking-focused math classrooms that can adapt to any setting, providing students with meaningful learning experiences that enhance their mathematical understanding.
7 reviews for Building Thinking Classrooms in Mathematics: A Comprehensive Guide for Grades K-12 (3 book series)
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Mathematical Customer –
I did a math book club virtually last summer with Mix & Math 360 where we read Building Thinking Classrooms in Mathematics. I was AMAZED at the difference the BTC mindset had on my classroom of mixed ability learners. The only problem was that everyone that read the book needed to find non-curricular thinking tasks and problems to use alongside the BTC framework, but there weren’t a lot of clear resources to find them.
This book is THICK. It’s broken down by grade levels/bands that would be appropriate for different grades. I really appreciate the detail of showing a range of grades for each task, and how the level of difficulty reduces for each consecutive grade using that same task. It’s essentially a breakdown of how challenging any given problem will be for the typically developing math classroom. If you wanted to focus on building your TBC routines at the beginning of the year, you could choose some problems from their previous year to build confidence in the new math strategies. If you teach a group of advanced learners, you can find problems that will be more challenging for your students.
Building Thinking Classrooms is all about, you guessed it, getting students to -actually- think about what they are doing to learn math in a more holistic way, and moves away from “plug and chug” answer-centered computation. Mathematics Tasks will help educators have a streamlined resource to help us break away from individual, paper and pencil work to build the math literacy our student deserve. We are the ones that need to change and grow our thinking about math teaching to truly help all of our students bloom. Yay, math! (Never did I think I’d say that 25 years ago! 😉)
P.S. hot tip for building your random daily groupings: I use a deck of SushiGo! cards that I organized in sets of three cards for each type. I keep them in a ziplock bag on my desk, I count how many groups of three I need each morning, grab that many sets of cards, lightly shuffle, and pass them out face down. The kids love finding and matching up with their other sushi partners! Second tip: Always have your groups hand back their cards in the set of three so they are always matched up and ready to rock each morning. Happy math teaching! 🤓💕
Natasha –
The companion to BTC that we all yearned for
GGSY –
Good book
Dylan Cashman –
Game Changer: Math Teachers Owe it to Themselves to Read This Book
Ananya Ghosh Chowdhury –
Good information. My district did a book-study with this.
Mohit –
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.
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