Much of how classrooms look and much of what happens in them today is guided by institutional norms laid down at the inception of an industrial-age model of public education.

These norms have enabled a culture of teaching and learning that is often devoid of student thinking. In this session, Liljedahl presents some of the results of over 15 years of research into how teachers can transform their classrooms from a space where students mimic to one where students think.

The practices discussed will intertwine with, and make extensive references to, his recently published book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning.