In this returning guest episode, 5th-grade teacher Amanda Bowser joins us again to share another instructional approach that has transformed her mathematics classroom. After previously discussing mathematical mindsets, Amanda returns to talk about her experience implementing Peter Liljedahl’s (2020) Building Thinking Classrooms framework and the impact it has had on student engagement, collaboration, and mathematical thinking.
Amanda walks listeners through her journey of discovering Building Thinking Classrooms, what initially drew her to the framework, and how she began implementing practices such as vertical non-permanent surfaces and visibly random groups. She reflects on the challenges of changing long-standing classroom routines, learning to embrace imperfection, and navigating the process without colleagues who were implementing the same ideas alongside her.
Throughout the conversation, Amanda shares how these practices have shifted the focus of her classroom from completing mathematics to thinking mathematically. She discusses the power of trusting the knowledge within the room, providing real-time support to students, and creating opportunities for meaningful collaboration among learners who might not otherwise work together. Hear how Amanda’s commitment to fostering a thinking classroom is helping students develop confidence, perseverance, and a deeper engagement with mathematics while inspiring her own continued growth as an educator.
Teacher Resources from this Episode
Article References from this Episode
Liljedahl, P. (2020). Building thinking classrooms in mathematics, grades K-12: 14 teaching practices for enhancing learning. Corwin Press.
Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem-solving. In Posing and solving mathematical problems: Advances and new perspectives (pp. 361-386). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-28023-3_21
Leave a comment