At 11:05 a.m. on a Tuesday morning, 16 seventh graders file into Middle School Math Teacher Rose Tyvand’s Pre-Algebra class. Rather than taking a seat at a desk and working individually on a worksheet, each student is randomly assigned to a group of three and spends the first half of class standing in front of erasable white boards, pondering challenge questions, writing down alternative ways to solve the problem, erasing, writing again, and laughing. Every few minutes, the groups pause to take a ‘gallery walk,’ sharing with each other how their groups approached the day’s “Thinking Tasks.” Students are engaged, excited, and notably on-task.

These research-based techniques—as described in Peter Liljedahl’s 2020 book Building Thinking Classrooms—are all part of a new method of approaching math education. Liljedahl’s research demonstrates that working on non-horizontal work spaces, employing random, collaborative groups, and using erasable surfaces elicit student engagement, thinking, and problem solving while promoting a growth mindset.

“It’s been remarkable to witness the discussions and deep mathematical thinking that take place during our Thinking Classroom tasks,” notes Rose Tyvand. “Rather than simply learning to mimic an algorithm or set of procedures, students are thinking about math and often coming up with entirely new approaches that work!”

Upper School Geometry and Algebra Teacher Steph Lapine couldn’t agree more. “Our classes start with a math puzzle—often curriculum-related, but sometimes purely for skill building—for the small groups to discuss as they work vertically on the whiteboards. Students work together, provide ideas, and build on their communication and math skills by helping each other and by suggesting solutions towards solving difficult problems. I’ve noticed that when students begin an 80-minute math block, they start and remain engaged and in problem-solving, thinking mode. This is the real goal for Thinking Classroom tasks, to engage students in critical thinking and add to their skill set and confidence in math.”