Fröjd’s toolbox Avsnitt 32: Att bygga tänkande klassrum i matematik - med Peter Liljedahl
Feb 8, 2024
In this enlightening discussion, Peter Liljedahl, a trailblazing Professor of Mathematics Education, shares insights from over 15 years of research on Building Thinking Classrooms. He emphasizes the significance of low-floor high-ceiling tasks and dynamic group sizes, particularly why groups of three boost engagement. Peter highlights the benefits of using vertical surfaces for better student participation and details effective note-making strategies. He also warns against over-scaffolding, advocating for a balance that fosters independent thinking and mastery in learning.
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Design Tasks That Force Thinking
- Thinking is a necessary precursor to learning, so tasks must require genuine thinking rather than mimicry.
- Low-floor, high-ceiling, novel tasks unlock thinking until teachers pre-teach and convert them into exercises.
Use Visible Random Groups Of Three
- Randomize groups visibly every 60–75 minutes and use groups of three to disrupt fixed roles.
- This increases willingness to contribute and raises the probability every student will offer ideas.
Make Work Vertical And Erasable
- Have groups stand at vertical erasable surfaces so work is visible, safe to erase, and immediate formative feedback is possible.
- Standing reduces anonymity and increases engagement compared with sitting in rows.
