Mathematics Tasks for the Thinking Classroom, Grades K-5

Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education at Simon Fraser University and author of the best-selling book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning. Peter is a former high school mathematics teacher who has kept his research interest 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). Maegan Giroux is an accomplished mathematics teacher, instructional coach, and educational consultant, currently working in Regina Catholic Schools. Having taught for over a decade at every grade level from kindergarten to grade 8, Maegan′s teaching philosophy is rooted in innovative and student-centered approaches, with a strong emphasis on thinking classroom pedagogy, fostering student autonomy, and implementing robust assessment practices. Maegan also works in Canada as a valuable member of the Building Thinking Classrooms professional development team. In this capacity, she plays a key role in facilitating workshops related to Building Thinking Classroom methodologies, sharing her expertise and insights with educators who are interested in implementing these innovative teaching practices. She speaks frequently at various educational conferences, where she imparts her knowledge on a wide range of math teaching concepts, further contributing to the advancement of mathematics education in Canada and beyond. In addition to her role as an educator, Maegan is actively engaged in academic pursuits. Her current research focuses on decolonizing mathematics education by challenging power dynamics through the framework of the 4 Rs of Indigenous research.

Introduction
Part 1: BTC Practices: In Review and In the New
Chapter 1: What Kinds of Tasks to Use
Chapter 2: How, When, and Where to Give Tasks
Chapter 3: How to Build and Utilize Student Autonomy
Chapter 4: How to Use Hints and Extensions to Maintain Flow
Chapter 5: How to Consolidate the Task(s)
Chapter 6: How to Have Students Make Meaningful Notes
Chapter 7: How to Have Students do Check-Your-Understanding Questions
Chapter 8: How to Use Tasks as the Context to Improve Student Competencies
Chapter 9: What Does a Lesson Look Like in a Thinking Classroom?
Part 2: Non-Curricular Tasks
Part 3: Curricular Tasks
Part 4: From Page to Practice
Epilogue