About the Book
Practical and proven math tasks to maximize student thinking and learning
Building upon the blockbuster success of Building Thinking Classrooms in Mathematics, Peter Liljedahl has joined forces with co-author Maegan Giroux to bring the Building Thinking Classrooms (BTC) framework to life in this new book, Mathematics Tasks for the Thinking Classroom, Grades K-5.
But this book is so much more than simply a collection of good thinking tasks. It delves deeper into the implementation of the 14 practices from the BTC framework by updating the practices with the newest research, and focusing on the practice through the lens of rich math tasks that address specific mathematical learning outcomes or standards. Across the 20 non-curricular tasks and 30 curricular tasks used as models, this book:
Helps you choose tasks to fit your particular math standards, goals, and the competencies you want your students to build
Walks you through all the steps and scripts to launch, facilitate, and consolidate each task
Shares examples of possible student solutions along with hints you might offer to help their thinking along
Offers tasks for consolidation, example notes to my future forgetful self, and mild, medium, and spicy check-your-understanding questions (CYUs) for every thin sliced sequences of curricular tasks
Imparts reflections from the authors on each task
The book closes with specific guidance on how to find more tasks or craft your own non-curricular and curricular tasks, along with answers to educators’ frequently asked questions. It includes access to a companion website that includes downloadables and a task template for creating your own tasks.
Whether you are new to BTC or a seasoned user, Mathematics Tasks for the Thinking Classroom, Grades K-5 will help teachers, coaches, and specialists transform traditional math classrooms into dynamic and thought-provoking learning spaces.
Table of Contents:
Introduction
Part 1: BTC Practices: In Review and In the New
Chapter 1: What Kinds of Tasks to Use
Chapter 2: How, When, and Where to Give Tasks
Chapter 3: How to Build and Utilize Student Autonomy
Chapter 4: How to Use Hints and Extensions to Maintain Flow
Chapter 5: How to Consolidate the Task(s)
Chapter 6: How to Have Students Make Meaningful Notes
Chapter 7: How to Have Students do Check-Your-Understanding Questions
Chapter 8: How to Use Tasks as the Context to Improve Student Competencies
Chapter 9: What Does a Lesson Look Like in a Thinking Classroom?
Part 2: Non-Curricular Tasks
Part 3: Curricular Tasks
Part 4: From Page to Practice
Epilogue
About the Author :
Dr. Peter Liljedahl (he/him) is a Professor of Mathematics Education in the Faculty of Education at Simon Fraser University, author of the best-selling book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning, and co-author of the best-selling book, Mathematics Tasks for the Thinking Classroom (Grades K-5). Peter is a former high school mathematics teacher who has kept his research interests and activities close to the classroom. With a passion for fostering deep mathematical thinking and problem-solving skills, Peter has dedicated his career to reshaping classroom environments. His work emphasizes thinking, collaborative learning, and problem solving, leading to more effective and meaningful mathematics education experiences for students of all ages. Through his research-based innovative teaching methods, Peter continues to inspire educators worldwide to create dynamic and thought-provoking learning spaces. He consults regularly with teachers, schools, school districts, and ministries and departments of education on issues of teaching and learning, problem solving, assessment, numeracy, and building thinking classrooms. Peter has authored or co-authored 13 books, 45 book chapters, and 45 research articles on a wide range of topics including creativity in mathematics, the role of beliefs in the teaching and learning mathematics, and building thinking classrooms. He is the recipient of the Cmolik Prize for the Enhancement of Public Education (2017), The Margaret Sinclair Memorial Award Recognizing Innovation and Excellence in Mathematics Education (2018), and the Læringsprisen for Changing the way we think about Education in Denmark (2022).
For information about consulting on Building Thinking Classrooms, go to https://www.buildingthinkingclassrooms.com/consulting
Maegan Giroux is an accomplished mathematics teacher, instructional coach, and educational consultant, currently working in Regina Catholic Schools. Having taught for over a decade at every grade level from kindergarten to grade 8, Maegan′s teaching philosophy is rooted in innovative and student-centered approaches, with a strong emphasis on thinking classroom pedagogy, fostering student autonomy, and implementing robust assessment practices. Maegan also works in Canada as a valuable member of the Building Thinking Classrooms professional development team. In this capacity, she plays a key role in facilitating workshops related to Building Thinking Classroom methodologies, sharing her expertise and insights with educators who are interested in implementing these innovative teaching practices. She speaks frequently at various educational conferences, where she imparts her knowledge on a wide range of math teaching concepts, further contributing to the advancement of mathematics education in Canada and beyond. In addition to her role as an educator, Maegan is actively engaged in academic pursuits. Her current research focuses on decolonizing mathematics education by challenging power dynamics through the framework of the 4 Rs of Indigenous research.
Review :
BTC just got easier to do in your classroom! We have said for years and years that students need to be doing the thinking and talking in the math classroom. This book gives you the tools to actually do it! Whether you’ve read the original Building Thinking Classrooms book or not, this book gives you MORE . . . more tasks, more insights, more ideas. If you
want to get kids thinking, add this book to your collection.
Mathematics Tasks for the Thinking Classroom, Grades K–5 doesn’t just offer tasks; it intentionally provides the fuel for transforming classrooms into dynamic critical thinking and collaboration hubs. From task selection to empowering student autonomy, this book equips educators with the tools and knowledge to create vibrant learning environments.
It was love at first sight when I read Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning. Though it might sound cheesy, it changed my life. While it was a transformational game changer in my classroom, it left me wanting more, especially in regard to the early elementary world. I longed to sit down with Peter and pick his brain concerning how some of the 14 practices might look in my first-grade class. Well, this book answers those questions, and I’m confident it will do the same for all the elementary teachers who have been waiting on the edges of their seats for this book to arrive. Peter and Maegan have hit it out of the ballpark.
This follow-up to Building Thinking Classrooms in Mathematics will be a must-have book for every elementary math educator! Not only does it offer a comprehensive guide to a wealth of classroom-tested non-curricular and curricular tasks, and an expansion of many of the practices included in the original book, the presentation for each task takes you from an offered launch to begin the task, to hints and extensions during the task, to examples of student work to help educators consolidate the task, suggested examples of Check-Your-Understanding questions, and even advice from Peter and Maegan on what they have learned during their facilitation of these tasks within classrooms over and over again. Pure gold! This will be such a valuable addition to math educators’ professional libraries. I predict facilitation of positive math journeys for each and every student fortunate enough to be in a thinking classroom.
He’s done it again! Peter Liljedahl continues to take the math world by storm by answering our most frequently asked questions about building our own thinking classrooms, continuing to share his research findings, and providing us with examples of thinking tasks that fit the criteria of the 14 BTC practices.
This is the Building Thinking Classrooms companion book that we have been waiting for! From the beginning to the end, readers will absorb every word. This book has the latest and greatest research that is easy to read, understand, and implement right away. This book will be sitting on my desk right beside the original Building Thinking Classrooms in Mathematics book so that I can share the information with teachers right away!
Building Thinking Classrooms in Mathematics revolutionized the way I taught mathematics in my fifth-grade classroom. Mathematics Tasks for the Thinking Classroom is sure to strengthen teachers’ craft as they continue to progress in their own learning journey. The tasks are engaging and detailed. This book is a great follow-up to the first and a must have for every BTC teacher.
This book is a must-read for all K–5 math educators. Whether you are just starting to build thinking classrooms or have been implementing BTC for many years, this book provides valuable insight into the original research along with new moves and practices that have emerged from continued research. The 50 Thinking Tasks included in the book will provide all your students access to engaged learning, while providing you with an increased
understanding and framework for continued success in leading a thinking classroom.
This follow-up book to the transformative Building Thinking Classrooms in Mathematics is the perfect next step. This book will help teachers continue on the path toward building a thinking classroom, but more importantly, building thinking students.
