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What should classrooms look like to spark critical thinking and foster truly meaningful learning?
That was the central question raised during the launch of Designing Thinking Classrooms in Math by Peter Liljedahl.
Set in the format of an open conversation among Cecilia Calvo, Laura Morera, and Carles Granell — and moderated by Frank Sabaté — the event offered a beautiful opportunity to reflect on how each of them discovered the book, what makes it unique, and most importantly, how it can serve as a valuable resource for math educators to spark dialogue, experiment with new strategies, and strengthen effective teaching practices.
Building Thinking Classrooms in Math — What’s the Book About?
Building Thinking Classrooms in Mathematics introduces 14 practical strategies aimed at transforming your classroom.
The book presents innovative classroom management techniques designed to break away from the rigidity of traditional teaching and foster greater student engagement.
About Peter Liljedahl — A Very Special Message
Peter Liljedahl is a Professor of Mathematics Education at Simon Fraser University in Vancouver, Canada.
He serves as the President of the Canadian Mathematics Education Study Group, is a former president of the International Group for the Psychology of Mathematics Education, editor of IJSME, sits on the editorial board of five major international journals, and is a member of the NCTM Research Committee — one of the most influential and respected forums for professional learning in mathematics education.
In fact, we were in for a wonderful surprise during the event: despite the distance, Peter sent us a personal message!
Laura Morera — How Did This Book Reach Us? Why Has It Gained So Much Momentum?
The first time we came across one of the problems from the book was during a joint conference hosted by the Institut d’Estudis Catalans in October 2022, in a workshop led by Núria Planas. She introduced a math problem we were already familiar with — but what caught our attention was the way we were asked to solve it: working in groups, standing at vertical whiteboards…
Months later, we discovered that this innovative setup came from a book that was rapidly gaining traction: Building Thinking Classrooms, by the renowned Peter Liljedahl. The book started popping up all over social media, and we kept hearing about it at conferences and education events throughout 2023.
When we finally got our hands on it, we immediately recognized its potential — and the powerful idea behind it: creating a math classroom where students truly think. At Innovamat, we launched reading clubs to reflect on the book’s insights, right as online communities and educator groups were beginning to discuss it in earnest. It was (and still is!) a true revelation.
What made the experience even more special was meeting the author himself, Peter Liljedahl, at a math education conference in the U.S. After excitedly introducing ourselves as fans, we connected with him and proposed the idea of collaborating on a Spanish translation — so more educators could access his work. That led to the incredible opportunity to contribute to both the translation and the writing of the Spanish edition.
Cecilia Calvo — What Surprising Pedagogical Ideas Does the Book Offer?
One of the first things that struck me about this book is how it manages to be useful for such a wide range of educators — from teachers who have never studied math pedagogy to university professors who specialize in it. Its greatest strength is how it blends an accessible, engaging tone with a level of depth I’ve rarely seen in this kind of book. Seemingly simple details — like who should hold the marker or how to form groups — are thoroughly explained and made me reflect deeply on my own teaching practice.
The book also challenges the idea that we should only rely on “perfect” or ideal tasks. It’s not just about finding rich activities — it’s about helping students become willing to think, no matter what type of task they’re faced with. That’s where it becomes clear that mathematics isn’t a spectator sport — it’s something you do.
And perhaps most importantly: thinking is invisible, but engagement isn’t. As educators, we have to design classroom dynamics that encourage students to be genuinely involved — balancing patience with perseverance. This book has pushed me to rethink how I design my lessons, always keeping one thing in mind: we want students who think. And that only happens when we create the conditions for them to truly engage.
Carles Granell — What’s It Like to Teach in a Thinking Classroom?
It all started with an eye-catching infographic that led me to a book on active learning. As I read, I realized that some of the ideas were already things I was trying out in my own classroom — while others felt distant or even a bit risky. But I decided to give it a try: whiteboards, students standing up, randomly assigned groups, and just one marker per group. I started with the older grades and gradually worked my way down to the younger ones. Step by step, I saw it working — and I became more and more convinced that this was the right path.
A key moment for me was when I experienced the method as a student myself, during a professional development session with ABEAM led by Manel Martínez. I felt the emotions, the need to self-regulate, and the power of solving problems collaboratively. That experience made me realize that the biggest barriers weren’t coming from the students — they were coming from me. It shifted my focus: rather than concentrating only on what I wanted to achieve, I started thinking about how students were experiencing the learning process. I began answering their questions with more questions, listening more, and giving them the space to take the lead.
Now I know that the most important thing is for students to think — and to feel comfortable doing math. I always dedicate a few minutes at the end of each class for students to reflect on what they learned and how they might apply it. This helps them become more aware of their learning process — and helps me see how they’re growing. If there’s one thing I’ve learned, it’s that students are ready from day one. You just have to take the leap — and adapt it to your own teaching style.
From Theory to Practice — A Thinking Classroom Story: The Tray Task
Picking up where Carles left off — if the big “aha” moment comes when we experience a Thinking Classroom ourselves, what do you think we proposed during the presentation?
One of the book’s very own problems: the Tray Task.
Participants were divided into groups and asked to complete a challenge — to distribute number cards from 1 to 20 across three trays, following one key rule: a card couldn’t be placed on a tray if the sum of any two cards already on that tray equaled the number on the card being placed.
This seemingly simple condition quickly turned the task into a rich exercise in critical thinking and collaboration. What’s more, we chose a low-floor problem — the only prior knowledge needed was basic addition.
Learning Through the Student’s Lens
Participants began the activity standing up, picking up randomly scattered number cards and working together to solve the challenge. Some groups dove in without a clear strategy, experimenting through trial and error, while others took more time to analyze the constraints before making a move.
This process sparked spontaneous conversations, debates about how to distribute the cards, and frequent pauses to revisit earlier steps.
When a group completed the challenge, we offered follow-up questions — prompting deeper reflection and encouraging them to extend the problem further.
Group Dynamics and the Emotional Side of Learning
The final reflection moment brought to light the range of emotions this type of activity can generate. Some participants shared that they felt comfortable because the task wasn’t competitive, while others admitted to initially feeling frustrated — but found solutions once they took a moment to pause and think.
This exchange of experiences highlighted not only the potential of these kinds of tasks to spark critical thinking, but also their ability to create a learning environment where emotions play a key role.
The workshop closed with a collective reflection on how to bring this dynamic into real classrooms — adapting it so that students, too, can take ownership of their learning journey.
Conclusion: Thinking, Feeling, and Learning
Building Thinking Classrooms in Mathematics is more than just a book — it’s an invitation to rethink our classrooms and to make math a space where thinking and learning go hand in hand.
The book launch itself was a living example of how ideas can be brought to life and how they can transform the way teachers and students experience mathematics.
The challenge is now in our hands: to dare, to adapt, and to design classrooms that think.
As Liljedahl puts it, a classroom that thinks is a classroom where learning happens.
