Building Thinking Classrooms in Mathematics

Busy classrooms are not necessarily thinking classrooms. Join Peter to experience some of the 14 thinking practices that emerged out of over 15 years of research into how teachers can transform their classrooms from a space where students mimic, to where students think. 

Much of how classrooms look and much of what happens in them today is guided by institutional norms laid down at the inception of an industrial-age model of public education. These norms have enabled a culture of teaching and learning that is often devoid of student thinking. In this workshop, participants will experience some of the 14 thinking practices that emerged out of over 15 years of research into how teachers can transform their classrooms from a space where students mimic, to where students think. The practices discussed will intertwine with, and make extensive references to, the recently published book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning.

Presenter(s) Bio:

Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education and an associate member in the Department of Mathematics at Simon Fraser University in Vancouver, Canada.

Dr. Liljedahl is the current president of the Canadian Mathematics Education Study Group (CMESG) and the International Group for the Psychology of Mathematics Education (PME). He serves on the editorial boards of ESM, JMTE, MTL, FMEJ, MERJ, and CJSMTE and is a senior editor of IJSME. He has authored or co-authored 12 books, over 38 book chapters, 38 journal articles, and over 50 conference papers. Dr. Liljedahl is also a member of the executive of the British Columbia Mathematics Teachers Association (BCAMT) and former co-editor of their flagship journal, Vector. He is the recent recipient of the Cmolik Prize for the enhancement of public education in BC as well as the Margaret Sinclair Memorial Award for innovation and excellence in mathematics education.

Dr. Liljedahl is a former high school mathematics teacher who has kept his research interests and activities close to the classroom. He consults regularly with schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy.

recipient

Host or Publisher International School of Amsterdam