S3 E19 Building Thinking Classrooms in Mathematics with Peter Liljedahl

Math influencer and visionary Dr. Peter Liljedahl offers insights on how his Building Thinking Classrooms framework transforms mathematics teaching. Peter reflects on years of research and leaves listeners with a great starting point to ensure they successfully implement the “what” and “how” when facilitating a thinking classroom.
⭐A big thank you to Peter and Corwin Press (us.corwin.com/), who are so generous in offering a 25% discount & free shipping PROMO CODE (CORWIN25) for Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning via us.corwin.com/...
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[@antoniacameron6552]

Interesting conversation. While using vertical boards may improve student communication and thinking, I think we are still not addressing one of the major problems in mathematics education and that is the depth of teacher content knowledge. This is, in my mind, the greatest impediment to the development of students' mathematical reasoning.

[@schoolutionspodcast]

Thank you for listening and sharing your thoughts, Toni. Your perspective is incredibly valuable. I have always valued the time you carve into professional learning experiences for educators to practice and discuss the content.

[@jimungvarsky6865]

Soooo Amazing! As a math major, I anticipated one thing. You gave me so much more! What a gift you offer students and teachers! A better way! Thank you

[@schoolutionspodcast]

Peter's advocacy for students as thinkers and mathematicians is so inspiring.

[@afsanaakther2173]

In S3 E19, Peter Liljedahl discusses the essence of "Building Thinking Classrooms" in mathematics, emphasizing active student engagement, problem-solving, and fostering a culture of deep mathematical thinking. A must-watch for educators seeking to enhance their teaching methods.

[@schoolutionspodcast]

Thank you for this thoughtful description of our conversation and for tuning in!

[@afsanaakther2173]

@@schoolutionspodcast Welcome

[@frankvazquez6079]

This guys work is a sham. There is no proper quantitative or empirical proof that it does anything for outcomes past "engagement". My daughter was in a "thinking classroom" and she HATED it, since she can actually do some math and likes to LEARN by teachers who TEACH. Saying that kids aren't "thinking" through direct instruction is just pure stupidity. Anything can be "research based", but what you want is EVIDENCE BASED.

[@schoolutionspodcast]

I can't imagine how frustrating that experience was for your daughter and you as her caregiver. I have the privilege of serving a school district that has done a year-long study of Peter's BTC approach alongside implementing a new math curriculum. Teachers innovated and adapted their daily direct whole and small group instruction for their students based on exit tickets at the end of each day. Sadly, like all approaches to instruction, unless the professional learning is tied back to evidence of student learning, it will fall short of meeting all students' needs.