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Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series)
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Original price was: $39.95.$31.06Current price is: $31.06.
Detailed description:
A thinking student is an engaged student
Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K-12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide
- Provides the what, why, and how of each practice
- Includes firsthand accounts of how these practices foster thinking
- Offers a plethora of macro moves, micro moves, and rich tasks to get started
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Categories: Arts & Photography
Product name:
Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series)
Price:
Original price was: $39.95.$31.06Current price is: $31.06.
Amazon Customer –
Literally changed every single thing I do in my classroom based on the methods in my book. My struggling students LOVE my math class now and are so much more engaged. Got mostly 4’s (out of 4) on my latest teacher evaluation (my principal usually only gives out all 3s). My kids were in the middle of working on a math problem when the principal interrupted my class to announce that my para had won para of the year, and my kids just kept working during the whole chaos because they were so into the problem.
AGM –
Excellent book full of great ideas that I will start experimenting with. Althoug I do not agree with all that Peter writes, It will absolutely transform my way of teaching. The conversion to Kindle format is flawed and needs rework: a lot of text comes in twice and there’s no need for a description of all figures and tables (‘the details of the table is as follows …’).
Claire E Schwarzentraub –
I am a first year math teacher and read this book in my classes at school. I decided to reread it after student teaching. I plan to implement the practices in my first classroom. There are great examples that make the concepts easier to grasp. There’s also a FAQ section after each chapter which is helpful because a lot of these ideas are new and break the mold of traditional education. I think all teachers should read this because it makes us rethink what education should look like!
Paulla Leclair –
This book is full of ideas that will ensure lower behaviour problems and ways to keep math from becoming ‘boring’. It stresses having the students be the thinkers and problem solvers. A must have for all grades.
Heidi J. Cohan –
After implementing the first three practices, my students are begging for math tasks when they walk into the classroom each morning. They want to start math early to see what challenge I have for them that day and there’s excitement about who they get to work with on these tasks. There is a new found energy and excitement for our math block now for both me and my students!
Stephanie Levy –
This book provides a plethora of suggestions to get your students thinking. My favorite part is the FAQ section of each chapter. It provides real scenarios and real answers to those hard questions about implementing a new teaching philosophy.
Amazon Customer –
I love this book! It is a lot to take in and should be ideally implemented piece by piece. Not everything presented will work with what my district requires as far as grading, but I have gained new insight and many great ideas to implement in my classroom!
Leroy Yue –
It is often obvious that traditional teaching method is wrong, but people just don’t know what’s the right thing to do. Everyone is so busy chasing KPIs, no one has the time and energy to reflect on the original purpose of education, then spend energy to figure out a better way. This author’s work is thorough in thinking, creative in the approach, and scientific in establishing better ways with evidence.
Highly recommended not only for math teachers, but also teachers of other subjects, as well as inquisitive parents like me.
School has to be about thinking and creativity, and inspiring kids to want to learn, not rote memorising of procedures and facts which are bound to destroy kids natural ability and desire to learn.
Dr Boray S Sudhindra –
Un gran libro, con buenas dinámicas con las que puedes utilizar para que tus alumnos reflexionen y se paren a pesar más allá de las típicas preguntas.
Chegou todo destruído –
Chegou nesse estado. Com a capa rasgada
BigSur –
Peter Liljedhahl has written maybe the most important and practical book that just can’t be ignored by teachers of math. As a sixth grade teacher, I have searched for a book that could help me “put it all together” to complete a move away from the repetitive “I do, we do, you do” method of math instruction that is STILL so prevalent in our schools. Even teachers who may have in the past resisted changing their practices because they just weren’t sure how will be able to do it with the help of the practices outlined in his book.
I’m pretty skeptical about a lot of teaching books, because they often leave me disappointed. They are often full of theory and never get practical or explain how the ideas actually worked with real students. Many are “here are some important big ideas now go figure out how that translates into the real practical world of your classroom–good luck!”
What I most appreciate about Building Thinking Classrooms in Mathematics is that Peter’s research comes from having been in the classrooms of many teachers over many years. It’s easy to doubt ideas that come from folks who are “coaches” and don’t live the day-to-day reality of an actual classroom. Peter supports his teaching practices and elaborates on what aspects were shown to be most effective in real classrooms. If you’re a classroom teacher, you’ll know what I mean. He even relates what he thought would happen and is honest about results that either confirmed or changed what he originally thought.
Each chapter is so well-organized (and organized similarly) so that everything is easy to follow. I found myself highlighting key points and then the end of each chapter would have a super helpful summary of the macro-move for the practice and a series of micro-moves. So effective. I have heard of and incorporated several of these practices in the past but nowhere else have I seen a book that pulls so many effective practices together in one place and even organizes them such that the early practices can be incorporated first and then the rest added when ready. I am so grateful I have read this over the summer, as it will greatly influence my practices from day 1 of my upcoming school year.
Peter asks this question at the end of each chapter: “What are some of the things in this chapter that immediately feel correct?” I love that because in almost every instance I thought, “All of it!”
Another tremendous contribution of this book includes a discussion of rubrics and grading, two areas that are often not discussed as much amongst my colleagues and I because we can rarely find consensus and typically revert back to what we’ve always done. Peter’s ideas on rubrics have changed the way I will use them (most rubrics have WAY too much ambiguity to be used effectively by teachers or students or are so cumbersome they are overwhelming). His explanation of an alternative way to construct rubrics make SO much sense and will be helpful. And the grading chapter is an excellent beginning to rethinking how we can give grades (since most of us have to) in a way that will value what is important. I think that will still be the most challenging thing for me–Peter offers one good method of getting data, but it still seems like it could be time-intensive to me. I am more than willing to give it a try, however, because it is much better than the alternative.
As a classroom teacher for almost 30 years, I can truly say without a doubt this book is the BEST in making a complete case for improving math instruction and moving toward a THINKING classroom, and SHOWS YOU HOW. How many times have you thought in your heart, “this practice is probably not the best but I’m so overwhelmed with the day-to-day demands on me as a teacher I can’t figure it out so I’ll just stick with what I’m doing.” I know this has happened to me. This book will help move you into action to change some of those practices!
I am so excited to implement what I have learned this upcoming school year. I want all of my students to view themselves as “thinkers” and enjoy math as much as I do.
If you teach math in any capacity, you owe it to yourself to grab a copy of this book. You’ll be so glad you did.
Nicole Anderson –
This was an easy read with researched techniques to help students think for themselves mathematically. It also looks to combat some of the misconceptions about learning mathematics.
Chegou todo destruído –
Every Teacher and committed parents will find the strategies and discussions useful.