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Look under More Information to find links to different tasks.

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What is Building Thinking Classrooms?

Building Thinking Classrooms is a framework for organizing your classroom involving 14 principles used to help teachers structure their math classes around student thinking.

It is based on the research of Peter Liljedahl who writes

"a thinking classroom is ... a space that is inhabited by thinking individuals as well as individuals thinking collectively, learning together, and constructing knowledge and understanding through activity and discussion. It is a space wherein the teacher not only fosters thinking but also expects it, both implicitly and explicitly." *

This framework relies on students working in visibly random groups on vertical non-permanent surfaces (such as vertical whiteboards).

The Thinking Classroom Framework

This sketchnote was made by Laura Wheeler based on Peter's Liljedahl's research.

More Information

Check out this article with a summary of Building Thinking Classrooms written by Peter Liljedahl.

Many of the prompts and tasks within the K-12 Math Task Collection lend themselves well to the Thinking Classroom framework.

Here are additional resources:

Peter Liljedahl's site buildingthinkingclassrooms.com includes an overview of the framework, slide decks of his presentaitons, recordings of interviews, and Peter's blog

Laura's Wheeler's sketchnotes summarize the research behind Visibly Random Groups and Vertical Non-Permanent Surfaces

Peter's Liljedahl's professional website contains lists of good problems, numeracy tasks and other resources

Judy Larsen's website contains thinking classroom prompts for K-5

Borrow the book Building Thinking Classrooms (Peter Liljedahl) from the board office, or your high school math department

PD via Twitter: @pgliljedahl, @JudytaLarsen, @AlexOverwijk, @wheeler_laura, @MaryBourassa, @thinkingclssrms, #thinkingclassroom, #vnps, #vrg

Avaialble webinars and podcasts for self-directed learning:

Make Math Moments Podcast interview with Peter: first part in episode #21 and second part in episode #98

Watch this webinar with Peter explaining the Building Thinking Classrooms framework

Check out the sample classroom videos below where students are engaging in Thinking Classrooms.

Explaining Thinking in Primary

* Liljedahl, Peter. Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices f or Enhancing Learning. Corwin Press, 2020.

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Alicia Burdess: Problem Solving in a Thinking Classroom

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Alicia Burdess: Problem Solving in a Thinking Classroom

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Scroll to the bottom to find Grades 2, 3 and 8 Problem Collections.

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Teacher Resources | Alicia Burdess | Grande Prairie Alberta

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The Alicia Burdess website is a resource site for free excellent teacher resources and downloads.

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Easy to sign up and you receive a weekly email :)

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The Problem of the Week is designed to provide students with an ongoing opportunity to solve mathematical problems. Each week, problems from various areas of mathematics will be posted here and e-mailed to teachers for use with their students from grades 3 and up.

Current Problems

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Information for Teachers

Problems are organized into themes. A problem may have more than one theme.

These problems may be used in a variety of different ways including:

posting the problems in a classroom,

discussing the problems with students, and

integrating the problems into the curriculum.

We know that teachers will use these problems in many creative ways!

Solutions to the problems will be sent out to teachers one week after the problems are e-mailed.

Problems & Solutions from 2023-2024

Problem and Solution Archive

The following table has links to booklets containing all the problems and solutions from particular years. The problems are organized into themes, grouping problems into various areas of the curriculum. A problem often appears in multiple themes.

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Design - Graphics, University of Waterloo

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The CEMC has become Canada's largest and most recognized outreach organization for promoting and creating activities and materials in mathematics and computer science.

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I have always put my students in long term partnerships during workshop based on the belief that psychological safety is built over time. Hmm...this makes me wonder about how to develop that safety with constantly changing groups.

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Love this as a model for Math Workshop - wondering how our supporting resources (e.g. SFUSD/engageNY) support this approach.