How Can We Get Math Teachers To Do The Right Kind Of Thinking?

In the realm of mathematics education, a crucial question often arises: Who is really doing the thinking in our classrooms? This is more than just an academic query—it strikes at the heart of how we teach and learn. As educators and leaders, our goal is not just to impart knowledge, but to ignite a process of thinking and learning. 

What thinking should our students be engaged in?

What thinking should our teachers be engaged in?

The Traditional Classroom: A One-Way Street?

Traditionally, math education has largely been dominated by lecture-style teaching. The teacher presents, and the students follow, trying their best to absorb and mimic the concepts being taught. Building Thinking Classroom author, Peter Liljedahl encapsulates this as students merely “mimicking” the teacher’s thought process. In such settings, it is the teacher, not the student, who is engaging in most of the critical thinking.

The Need for Change

This realization has led to a call for change in our approach to teaching math. We are beginning to understand that if we want our students to truly learn, they must be the ones doing the thinking. The challenge, then, is to transform our classrooms into spaces where students are not just passive recipients of knowledge, but active participants in the learning process.

So, a question now arises: If students are to be doing the bulk of the thinking in our classrooms, what thinking is the teacher now engaged in?

The Role of Educators and Leaders

The shift towards a more interactive and thought-provoking classroom is not without its challenges. Teachers often need guidance and support to change their instructional approaches. There is a growing recognition among educational leaders and district partners that providing day-to-day instructional plans is not enough. While these can offer a structure, they may inadvertently continue the cycle of: whoever is doing the work is doing the thinking. 

If math leaders are preparing the lesson plans, the scope and sequence documents, the scripts, then they are the ones doing the thinking to prepare for that lesson. 

How can we engage our teachers to do the necessary thinking that prepares them to teach in a thinking classroom while building their confidence?

A New Approach to Lesson Planning

This new paradigm calls for a different approach to lesson planning. Instead of rigid, step-by-step instructions, teachers might be offered frameworks that allow them to adapt based on their students’ needs. It’s about striking a balance between providing enough guidance to ensure educational consistency and enough flexibility to cater to diverse learning styles and needs.

Conclusion: A Collaborative Journey

As we embark on this journey of transformation in math education, it’s essential to remember that both teachers and students are learners in this process. By shifting our focus from lecturing to thinking, we are opening doors to more dynamic, engaging, and effective math education. It’s a collaborative journey—one that requires us to rethink not just how we teach, but how we learn.