Abstract:

This paper will bring attention to strategies for building a thinking classroom in a university undergraduate mathematics course. Author Peter Liljedahl unveils 15 years of research in "Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning" (2020, First Edition). While these teaching practices are directed toward common education, grades K-12, a higher education faculty member will describe action steps for applying some of Liljedah’s research to an undergraduate mathematics course with the goal of providing more opportunities to make student thinking visible.

To support this goal of creating a classroom where thinking is nurtured and valued, the instructor will also incorporate high quality math tasks throughout the semester experience in conjunction with some of Liljedahl’s fourteen teaching practices. The paper will highlight attributes of high-quality math tasks, examples of what these tasks might look like in an undergraduate geometry course, and how they contribute to a thinking classroom.

The potential for success of these action steps will be enhanced when they are deeply rooted in growth mindset theory. Application of Jo Boaler’s (2022, Second Edition) "Mathematical Mindsets: Unleashing Students’ Potential through Creative Mathematics, Inspiring Messages and Innovative Teaching (Mindset Mathematics)" is critical for creating a safe place for students to share thinking at the undergraduate level. Mistakes must be valued to encourage student perseverance. The “power of yet” along with an “I can” disposition can shape a student’s willingness to do hard things and to commit to the thinking process.

While the action steps will be applied to an undergraduate mathematics course, these research-informed ideas have implications for other content areas as well.

Keywords:

Growth Mindset, Thinking Classrooms, Undergraduate Mathematics, Geometry, High Quality Math Tasks.