Peter Liljedahl – författare
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En tänkande elev är en engagerad elev. I den här boken har den kanadensiska läraren och forskaren Peter Liljedahl samlat erfarenheterna från femton års forskning. Resultatet är en praktisk vägledning i att steg för steg skapa en miljö för ett tänkande och lärande som sätter eleven i centrum – ett tänkande klassrum i matematik. Det handlar om att utmana de normer och vanor som genomsyrar många av dagens klassrum och som bidrar till att eleverna slutar att tänka. Boken är en djupgående och kärnfull genomgång av vad det innebär att undervisa, lära och utvärdera i ett tänkande klassrum. I allt från hur man möblerar klassrum till hur man ställer frågor, från vem som ska hålla i pennan till hur man främjar ihärdighet och uthållighet, skapar författaren en grund för ett genuint engagemang för matematik hos elever i alla åldrar. Med hjälp av fjorton metoder visar författaren hur lärare i grundskola och gymnasium kan åstadkomma stora förändringar i elevernas engagemang och lärande.
Peter Liljedahl är professor i matematikdidaktik vid Simon Fraser University i Vancouver, Kanada. Han är tidigare matematiklärare på gymnasienivå och har uppmärksammats mycket för sin forskning. Att bygga tänkande klassrum i matematik är den första bok av honom som ges ut på svenska.
Översättning: Maria ÅsardFackgranskning: Maria Johansson
”Att skapa ett tänkande klassrum eller att förändra en undervisningsmiljö i matematik är en stor utmaning, ändå är det inte en utopi. Med stöd i omfattande klassrumsstudier visar Peter Liljedahl hur vi med relativt små steg kan åstadkomma stor förändring i klassrummet.”Maria Johansson, biträdande professor vid Luleå tekniska universitet och fackgranskare till boken.
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Practical and proven math tasks to maximize student thinking and learning
Building upon the blockbuster success of Building Thinking Classrooms in Mathematics, Peter Liljedahl has joined forces with co-author Kyle Webb to bring the Building Thinking Classrooms (BTC) framework to life in this new book, Mathematics Tasks for the Thinking Classroom, Grades 6-12.
But this book is so much more than simply a collection of good thinking tasks. It delves deeper into the implementation of the 14 practices from the BTC framework by updating the practices with the newest research, and focusing on the practice through the lens of rich math tasks that address specific mathematical learning outcomes or standards. Across the 20 non-curricular tasks and 30 curricular tasks used as models, this book:
Helps you choose tasks to fit your particular math standards, goals, and the competencies you want your students to buildWalks you through all the steps and scripts to launch, facilitate, and consolidate each taskShares examples of possible student solutions along with hints you might offer to help their thinking alongOffers tasks for consolidation, example notes to my future forgetful self, and mild, medium, and spicy check-your-understanding questions (CYUs) for every thin sliced sequences of curricular tasksImparts reflections from the authors on each taskThe book closes with specific guidance on how to find more tasks or craft your own non-curricular and curricular tasks, along with answers to educators’ frequently asked questions. It includes access to a companion website that includes downloadables and a task template for creating your own tasks.
Whether you are new to BTC or a seasoned user, Mathematics Tasks for the Thinking Classroom, Grades 6-12 will help teachers, coaches, and specialists transform traditional math classrooms into dynamic and thought-provoking learning spaces. Mathematics Tasks for the Thinking Classroom, Grades K-5 is also available to create district-wide thinking classrooms!
Modifying Your Thinking Classroom for Different Settings
A Supplement to Building Thinking Classrooms in Mathematics
178 kr
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Keep thinking…keep learning in different settings In Peter Liljedahl’s bestselling Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, readers discovered that thinking is a precursor to learning. Translating 15 years of research, the anchor book introduced 14 practices that have the most potential to increase student thinking in the classroom and can work for any teacher in any setting. But how do these practices work in a classroom with social distancing or in settings that are not always face-to-face? This follow-up supplement will answer those questions, and more. It walks teachers through how to adapt the 14 practices for 12 distinct settings, some of which came about as a result of the COVID-19 pandemic. This guide:
Provides the what, why, and how to adapt each practice in face-to-face settings that require social distancing, fixed seating, or small class sizes; synchronous and asynchronous virtual settings; synchronous and asynchronous hybrid settings; independent learning; and homeschooling. Includes guidance on using thinking classroom practices to support students in unfinished learning in small groups and one-on-one teaching or tutoring. Offers updated toolkits and a recommended order for the implementation of the practices for each of the settings. This supplement allows teachers to dip in as needed and continually modify the practices as their own classroom situations change and evolve, always keeping the thinking at the forefront of their mathematics teaching and learning.
Building Thinking Classrooms in Mathematics, Grades K-12 Australia edition
14 Teaching Practices for Enhancing Learning
330 kr
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A thinking student is an engaged student
Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling “non-thinking” student behavior. 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 and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.
390 kr
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Practical and proven math tasks to maximize student thinking and learning
Building upon the blockbuster success of Building Thinking Classrooms in Mathematics, Peter Liljedahl has joined forces with co-author Maegan Giroux to bring the Building Thinking Classrooms (BTC) framework to life in this new book, Mathematics Tasks for the Thinking Classroom, Grades K-5.
But this book is so much more than simply a collection of good thinking tasks. It delves deeper into the implementation of the 14 practices from the BTC framework by updating the practices with the newest research, and focusing on the practice through the lens of rich math tasks that address specific mathematical learning outcomes or standards. Across the 20 non-curricular tasks and 30 curricular tasks used as models, this book:
Helps you choose tasks to fit your particular math standards, goals, and the competencies you want your students to buildWalks you through all the steps and scripts to launch, facilitate, and consolidate each taskShares examples of possible student solutions along with hints you might offer to help their thinking alongOffers tasks for consolidation, example notes to my future forgetful self, and mild, medium, and spicy check-your-understanding questions (CYUs) for every thin sliced sequences of curricular tasksImparts reflections from the authors on each taskThe book closes with specific guidance on how to find more tasks or craft your own non-curricular and curricular tasks, along with answers to educators’ frequently asked questions. It includes access to a companion website that includes downloadables and a task template for creating your own tasks.
Whether you are new to BTC or a seasoned user, Mathematics Tasks for the Thinking Classroom, Grades K-5 will help teachers, coaches, and specialists transform traditional math classrooms into dynamic and thought-provoking learning spaces.
Lesson Play in Mathematics Education:
A Tool for Research and Professional Development
1 068 kr
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Lesson Play in Mathematics Education:
A Tool for Research and Professional Development
1 068 kr
Skickas inom 10-15 vardagar
Building Thinking Classrooms in Mathematics, Grades K-12
14 Teaching Practices for Enhancing Learning
390 kr
Skickas inom 5-8 vardagar
A thinking student is an engaged student
Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling “non-thinking” student behavior. 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 and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.
Selected Writings from the Journal of the British Columbia Association of Mathematics Teachers
Celebrating 50 years (1962-2012) of Vector
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Selected Writings from the Journal of the British Columbia Association of Mathematics Teachers
Celebrating 50 years (1962-2012) of Vector
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Problem Solving in Mathematics Instruction and Teacher Professional Development
1 810 kr
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Problem Solving in Mathematics Instruction and Teacher Professional Development
1 810 kr
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2 520 kr
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549 kr
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Teaching and Learning in Maths Classrooms
Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction
1 810 kr
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Teaching and Learning in Maths Classrooms
Emerging Themes in Affect-related Research: Teachers' Beliefs, Students' Engagement and Social Interaction
1 280 kr
Skickas inom 10-15 vardagar