Mathematics Tasks for the Thinking Classroom, Grades 6-12

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/consultingKyle Webb (he/him) is a teacher, learning consultant, and professional development leader based in White City, Saskatchewan, Canada. Never satisfied with the status quo, Kyle’s passion is improving learning experiences for all students. With experience teaching grades 6 through 12, and in his roles as a teacher coach and school division numeracy consultant, Kyle works to transform classrooms. He has spearheaded the successful implementation of Building Thinking Classrooms (BTC) and modern assessment practices, and he has directly supported hundreds of teachers in implementing BTC through modeling, co-teaching, and collaborative planning. Working alongside teachers, he empowers them to refine their pedagogical approaches and foster environments where all students can thrive. Beyond direct classroom support, Kyle regularly leads Building Thinking Classrooms workshops, professional development sessions, and hosts and produces the Think Thank Thunk podcast, allowing him to share insights on teaching and extend the global reach of BTC practices. Kyle′s commitment to improving teaching and learning within classrooms continues to shape the future of learning in Saskatchewan, across Canada, and beyond.

A great resource to encourage the most important goal of all—students doing the mathematical thinking!

• IntroductionPart 1: In Review and In the NewChapter 1: What Kinds of Tasks to UseChapter 2: How, When, and Where to Give TasksChapter 3: How to Build and Utilize Student AutonomyChapter 4: How to Use Hints and Extensions to Maintain FlowChapter 5: How to Consolidate the Task(s)Chapter 6: How to Have Students Make Meaningful NotesChapter 7: How to Have Students do Check-Your-Understanding QuestionsChapter 8: How to Use Tasks as the Context to Improve Student CompetenciesChapter 9: What Does a Lesson Look Like in a Thinking Classroom?Part 2: Non-Curricular TasksPart 3: Curricular TasksPart 4: From Page to PracticeEpilogueReferences