BUILDING THINKING CLASSROOMS
My goal is to create an environment that will create a classroom where students think about the math.
Students will encounter problems that they need to solve in the future. It may not require algebra or trigonometry, but it will require thinking.
Dr. Peter Liljedahl has been researching thinking classrooms for over 18 years. I have been successfully implementing the results of his research for over 5 years. His recent book for teachers is an excellent resource for revolutionizing math classrooms.
Publications on Building Thinking Classrooms by Dr. Peter Liljedahl
Liljedahl, P. (2018). Building a Thinking Classroom in Math.
Liljedahl, P. (2018). On the edges of flow: Student problem solving behavior. In S. Carreira, N. Amado, & K. Jones (eds.), Broadening the scope of research on mathematical problem solving: A focus on technology, creativity and affect. New York, NY: Springer.
Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem solving. In P. Felmer, J. Kilpatrick, & E. Pekhonen (eds.) Posing and Solving Mathematical Problems: Advances and New Perspectives. New York, NY: Springer.
Liljedahl, P. (2014). The affordances of using visually random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.) Transforming Mathematics Instruction: Multiple Approaches and Practices. New York, NY: Springer.
Liljedahl, P. (2016). Flow: A Framework for Discussing Teaching. Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary.
Liljedahl, P. & Allan, D. (2013). Studenting: The case of “now you try one”. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 257-264. Kiel, Germany: PME.
Liljedahl, P. & Allan, D. (2013). Studenting: The Case of Homework. Proceedings of the 35th Conference for Psychology of Mathematics Education – North American Chapter. Chicago, USA.