Building Thinking Classrooms in Mathematics, Grades K-12

Building Thinking Classrooms in Mathematics, Grades K-12 - Peter Liljedahl | PDF, TXT, FB2. EPUB. MOBI. The book was written on 2021. Look for a book on


Peter Liljedahl
9,35 MB
Building Thinking Classrooms in Mathematics, Grades K-12.pdf


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 guideProvides 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 yearWhen 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.

It′s also deeply practical, describing how everything from the teacher′s questions to the arrangement of the furniture can add to your students′ learning." Create a flyer for "Building Thinking Classrooms in Mathematics, Grades K-12" Please select from the following options what you would like to be included in the flyer. Table of Contents .

(2 MB) "One of the most damaging mathematics myths propagated in classrooms and homes is that math is a gift, that some people are naturally good at math and some are not." (Boaler 2013a, 2013b) The development ... Made with Building Cultures of Thinking While we have highlighted teachers' practices during math in-structional time, you don't have to be a math teacher to draw from these insights and work to engage learners. The teachers' classrooms we've documented open up conversations about what it takes to create cultures of thinking and make thinking ... The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura's Self-Efficacy Theory.