The Building Thinking Classroom framework was first presented at the Canadian Mathematics Education Forum in May 2014. Since then the framework has continued to develop while at the same time growing in popularity as a method for engaging mathematics students in Canada and around the world. Remaining constant among this evolution is the fact that the empirical results of the research have always preceded any explanations for why the practices within the Building Thinking Classroom framework are so effective in getting students to think. In this talk I look back at some of the more interesting results of the research and unpack some of the reasons behind the framework's effectiveness in transforming mathematics classrooms into spaces where students' mathematical thinking is both ubiquitous and the norm.

Bio: Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education. He is the president of the International Group for the Psychology of Mathematics Education (PME), president of the Canadian Mathematics Education Study Group (CMESG), as well as a senior editor for the International Journal of Science and Mathematics Education (IJSME). Peter is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. He consults regularly with teachers, schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy.

To watch a recording of this talk, click here: https://video-archive.fields.utoronto.ca/view/10176.