Building on Student Mathematical Thinking and Engagement in the Thinking Classroom
Major
Mathematics
Submission Type
Poster
Area of Study or Work
Educational Studies, Mathematics
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-11-2026 8:30 AM
End Date
4-11-2026 9:45 AM
Abstract
Abstract: Engaging students in meaningful mathematical thinking remains a persistent challenge in mathematics education, with traditional teaching approaches often fostering non-thinking student behaviors rather than deep cognitive engagement. While research on Building Thinking Classrooms (BTC) – defined as learning environments that actively promote thinking through collaborative activity and discourse (Lijedahl, 2016) – demonstrates increased student engagement and collaboration, critical gaps remain. This study examines the implementation of evidence-based teaching practices designed to transform mathematics classrooms into thinking-centered learning environments where collaborative problem solving and discourse become central to student learning. Specifically, the research investigates how BTC practices affect student participation patterns and willingness to take mathematical risks, and secondly, impact the quality and frequency of mathematical conversations among students. Through systematic observation and analysis of classroom interactions, specific pedagogical interventions impact student engagement, mathematical thinking, and learning outcomes are investigated. Employing a self-study methodology with design-based research elements, the experience of implementing thinking classroom practices and patterns of student participation across multiple classroom contexts were analyzed. Data collection included daily teacher reflections documenting instructional decisions and student responses. Systematic observations of student engagement behaviors, and a student survey assessing their perceptions of engagement, learning, and mathematical discourse. This study contributes empirical evidence about BTC implementation at the high school level, illustrating how environmental structures, collaborative practices, and discourse quality interact with advanced mathematics contexts. Findings hold significant implications for mathematics educators seeking to foster equitable, thinking-centered classrooms, teacher educators preparing secondary mathematics teachers, and researchers investigating the mechanisms through which classroom structures shape mathematical learning opportunities.
Building on Student Mathematical Thinking and Engagement in the Thinking Classroom
CNS Atrium
Abstract: Engaging students in meaningful mathematical thinking remains a persistent challenge in mathematics education, with traditional teaching approaches often fostering non-thinking student behaviors rather than deep cognitive engagement. While research on Building Thinking Classrooms (BTC) – defined as learning environments that actively promote thinking through collaborative activity and discourse (Lijedahl, 2016) – demonstrates increased student engagement and collaboration, critical gaps remain. This study examines the implementation of evidence-based teaching practices designed to transform mathematics classrooms into thinking-centered learning environments where collaborative problem solving and discourse become central to student learning. Specifically, the research investigates how BTC practices affect student participation patterns and willingness to take mathematical risks, and secondly, impact the quality and frequency of mathematical conversations among students. Through systematic observation and analysis of classroom interactions, specific pedagogical interventions impact student engagement, mathematical thinking, and learning outcomes are investigated. Employing a self-study methodology with design-based research elements, the experience of implementing thinking classroom practices and patterns of student participation across multiple classroom contexts were analyzed. Data collection included daily teacher reflections documenting instructional decisions and student responses. Systematic observations of student engagement behaviors, and a student survey assessing their perceptions of engagement, learning, and mathematical discourse. This study contributes empirical evidence about BTC implementation at the high school level, illustrating how environmental structures, collaborative practices, and discourse quality interact with advanced mathematics contexts. Findings hold significant implications for mathematics educators seeking to foster equitable, thinking-centered classrooms, teacher educators preparing secondary mathematics teachers, and researchers investigating the mechanisms through which classroom structures shape mathematical learning opportunities.