Professor Peter Liljedahl har bakgrunn som lærer, og er som forsker kjent for å jobbe tett på lærere, elever og utdanningssystem. Liljedahls forskning har ledet fram «Building thinking classroom», en teori som fremmer en klasseromskultur med engasjerte elever som tenker kreativt rundt problemløsning.
Thinking Classrooms as a Tool for Access and Inclusion
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 not accessible to all learners. In this session participants will experience some of the practices that result from over 15 years of research into how teachers can transform their classrooms into space where a wider range of students can have access to, and feel success in, mathematics. The practices discussed will intertwine with, and make extensive references to, the recently published book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning.