Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series)

by Peter Liljedahl

The wide range you see in your students’ abilities when they are working individually in their notebooks is a product of their hugely varied acquisition and retention of mathematical knowledge. When students get into their groups and start working on vertical surfaces, the skills they need to be successful are things like communication, perseverance, patience, self-reliance, et cetera. And although these skills will vary throughout the room, the variance is typically not as great as with mathematical knowledge. When students get into their groups and start working on vertical surfaces, the skills they need to be successful are things like communication, perseverance, patience, self-reliance, et cetera. I have tried this, but I find that my students are too eager to erase things that are wrong, and then they lose track of what they have done. How do I stop this? The