Shifting Students from mimicking to genuine problem solving.

Building Thinking Classrooms by Peter Liljedahl is a research-based framework designed to shift math classrooms from passive, teacher-centered environments into spaces where students actively engage in deep mathematical thinking. The approach emphasizes practices such as using vertical non-permanent surfaces (e.g., whiteboards around the room), visibly random grouping, and problem-based tasks to encourage collaboration, risk-taking, and genuine problem solving.

Why do it? Traditional classroom structures often result in students mimicking procedures rather than truly thinking. Liljedahl’s framework disrupts that pattern by creating conditions where all students contribute, persevere, and learn from one another. Teachers who implement Building Thinking Classrooms report increased student engagement, more equitable participation, and stronger mathematical reasoning. In essence, it helps move the focus from “doing math” to thinking mathematically.