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Building Thinking Classrooms in Mathematics, Grades K-12 Spiral-Bound | 2020-10-30

Peter Liljedahl

★★★★☆+ from 1,001 to 10,000 ratings

$45.79 - Free Shipping
"Building Thinking Classrooms offers invaluable guidance for educators to effectively implement in their classrooms. Dr. Peter Liljedahl has provided comprehensive and meaningful tasks, accompanying detailed research and explanations, for creating the optimal classroom environment - a thinking classroom"--

Original Binding: Paperback
Pages: 344 pages
Item Weight: 1.55 lbs
Dimensions: 6.9 x 0.9 x 9.8 inches
Customer Reviews: 4 out of 5 stars 1,001 to 10,000 ratings

"Building Thinking Classrooms in Mathematics exudes enthusiasm for students, how they think, and how those thoughts coalesce into powerful thinking classrooms. It′s also deeply practical, describing how everything from the teacher′s questions to the arrangement of the furniture can add to your students′ learning."

-Dan Meyer

Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education and an associate member in the Department of Mathematics at Simon Fraser University in Vancouver, Canada.

Dr. Liljedahl is the current president of the Canadian Mathematics Education Study Group (CMESG) and International Group for the Psychology of Mathematics Education (PME). He serves on the editorial boards of ESM, JMTE, MTL, FMEJ, MERJ, and CJSMTE and is a senior editor of IJSME. He has authored or co-authored 9 books, 26 book chapters, 27 journal articles, and over 50 conference papers. Dr. Liljedahl is also a member of the executive of the British Columbia Mathematics Teachers Association (BCAMT) and former co-editor of their flagship journal, Vector. Dr. Liljedahl is the recent recipinet of the Cmolik Prize for enhancement of public education in BC as well as the Margaret Sinclair memorial award for innovation and excellence in mathematics education.

Dr. Liljedahl is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. His research interests are creativity, insight, and discovery in mathematics teaching and learning; the role of the affective domain on the teaching and learning of mathematics; the professional growth of mathematics teachers; mathematical problem solving; numeracy; and engaging student thinking. He consults regularly with schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy.