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Recently, we had the immense privilege of hosting one of the great global references in mathematics education at our headquarters: Peter Liljedahl, researcher and author of the bestseller Building Thinking Classrooms (BTC).
This visit felt particularly significant because of the unique bond we have built over the last year. Innovamat is currently the only curriculum to be 100% endorsed by Peter Liljedahl. Having him here at our headquarters was a key moment to celebrate this endorsement and to continue ensuring that every piece of content we build has a clear, intentional purpose for the community.
In this article, we share what this enriching experience was like and break down the steps we will take together toward the future.
A Commitment to the Community: From Translation to Transformation
Our relationship with Peter is built on a shared obsession: getting students to truly think. This commitment started long before this visit. During his stay, we focused on providing real value to the educational ecosystem through moments of intense learning that exceeded all expectations:
Thinking Classrooms Experience
Peter shared a moving keynote, revisiting his research where he discovered a hard truth: 80% of students were “mimicking” rather than genuinely thinking. This revelation sparked his 14 practices and reinforces our mission to develop “Thinking Teachers” for “Thinking Classrooms.”
The highlight was seeing theory turn into action; while Peter led a workshop with vertical whiteboards for one group, our own Phd Laura Morera led another, showcasing the seamless synergy between Peter’s research and Innovamat’s didactic leadership.
Specialized Training
Also we hosted sessions for math coaches and leaders to explore how to manage rich tasks and orchestrate the classroom to ensure learning is deep and durable. Seeing Peter dive into the nuances of pedagogical leadership reminded us that systemic change starts with those who support our teachers.
From Theory to Reality: Classroom Sessions
A change in the classroom is only truly significant if it works in the “living reality” of a school day. Peter observed firsthand how Innovamat’s curricular resources land in the hands of the youngest learners. The experience culminated in a co-teaching session where Peter implemented a full activity using random groups and vertical boards.
Community Feedback
The impact was visible. As one participant noted, having a space to see these practices applied to real curricular resources, the ones they use every single morning, changes the game for daily teaching.
Internal Synergies: Building Bridges with the Innovamat Team
During these days, Peter spent time working one-on-one with our teams to build the synergy needed to push our relationship further.
This deep dive allowed us to tackle some of our most ambitious challenges from new angles. For instance, as our Research team and Peter explored together, understanding the mechanisms of how a student learns is the only way to build a pedagogical formula that wrks every single time.
Peter greatly appreciated the fact that we have so many active teachers on our team, as this helps us deeply understand the reality of the classroom. But he also reminded us of an important challenge: we need to balance ease of use for teachers with the quality of student learning.This challenge encourages us to keep designing products that support teachers in their day-to-day work, without losing sight of what matters most: creating deep and meaningful learning experiences for students.
Even in our most technical Didactic sessions, this synergy led to a clear, actionable breakthrough: the “One-Third Rule.” We solidified the idea that while learning must emerge from the student, it only becomes “long-lasting learning” if we dedicate at least a third of the class to intentional consolidation.
And now what?
This visit has proven that when world-class research meets a deeply intentional curriculum, the results are transformative. Together, we are providing teachers with the essential tools to design their own “Classrooms for Thinking.” While Building Thinking Classrooms provides the research-backed framework to foster a culture of thought, Innovamat provides the robust didactic program, the necessary assessments, and the continuous support needed to sustain it. Our curricular tools ensure that teachers can cover the required content while leaving the essential space for Peter Liljedahl’s practices to flourish.
But this is only the beginning. Our mission remains to empower teachers and leadership teams across the globe, ensuring that reasoning and genuine learning are at the heart of every mathematics classroom.
We are already working on something new—a next step in this unique partnership that will continue to push the boundaries of what is possible in math education. We are building, we are iterating, and we are preparing to share the next chapter of this journey with you.
Stay tuned. Something is coming, and we can’t wait to show you.
