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If you're a fan of Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series), you might also like:
The book is like a guidebook for teachers who want to transform their math classrooms into places where thinking is the main activity. Liljedahl shares 14 teaching practices that encourage students to dive deeper into math tasks and solve problems using their own reasoning.
One of the key ideas is to get students working in random groups. This breaks the cycle of students always working with the same partners and pushes them to communicate with different classmates. By doing this, students start to rely on each other's insights and become more engaged in the learning process.
Liljedahl also suggests using vertical non-permanent surfaces, like whiteboards or windows. This might sound simple, but it changes how students interact with math. They stand and move around, which helps them think differently than when they're sitting at a desk. Plus, it makes their thinking visible to both their peers and the teacher.
Another interesting aspect is how Liljedahl approaches problem-solving. Instead of handing out worksheets with step-by-step instructions, he encourages teachers to present rich tasks. These are problems that don't have a single correct answer or a straightforward path to a solution. They require students to think creatively and critically.
This might sound daunting for teachers who are used to traditional methods, but Liljedahl provides plenty of examples and stories from real classrooms. These stories show how teachers have successfully implemented these practices, often seeing immediate positive changes in their students' attitudes and abilities.
The book also tackles the physical setup of the classroom. By rearranging furniture and using different materials, teachers can create an environment that supports collaboration and encourages students to take risks with their thinking. It's about making the classroom a place where students feel comfortable sharing their ideas, even if they're not sure they're right.
One of the more subtle but powerful recommendations is how teachers can change their questioning techniques. Instead of asking questions that test students' knowledge, they can use questions that prompt students to explain their thinking. This shifts the focus from getting the right answer to understanding the process.
Throughout the book, Liljedahl emphasizes the importance of reflection. Both teachers and students are encouraged to think about what works and what doesn't. This ongoing reflection helps refine the practices and ensures they fit the unique dynamics of each classroom.
What makes this book stand out is its practical approach. It's not just about big ideas and theories; it's about concrete actions teachers can take. Liljedahl knows that teachers are busy, so he provides straightforward strategies that can be implemented quickly and easily.
For teachers feeling stuck or frustrated with their current methods, this book offers a refreshing perspective. It shows that by making small changes, they can create a learning environment where students are more engaged, enthusiastic, and independent thinkers.
In many ways, Building Thinking Classrooms is about more than just teaching math. It's about fostering a mindset where students are curious, confident, and eager to explore the world of mathematics. And when students start thinking like mathematicians, the possibilities are endless.
These recommendations have been generated by a transformer model that analyzes certain features of books: such as their genre, content, style, authorship, descriptions, and reviews to compare the semantics of books and determine their similarity score. The more books have in common, the higher their percentual similarity score.
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