At the October 15 Independence Board of Education meeting, Independence High School Principal Mike Janatovich, along with math teacher Darlene Stefanski, presented on the innovative changes taking place in the school's math classrooms. They highlighted the success of the Mathematical Modeling and Reasoning course and the implementation of concepts from the book "Building Thinking Classrooms in Mathematics," which are transforming traditional teaching methods to foster more engaged, collaborative, and critical thinking among students.
Last year, the high school chose to offer the Mathematical Modeling and Reasoning course, developed by the Ohio Department of Education and Workforce, as an equivalent to Algebra 2. The Mathematical Modeling and Reasoning (MMR) course in Ohio is a high school-level math course designed to provide students with practical and applicable mathematical skills. The course is geared toward students who have completed Algebra 1 and Geometry but may not be interested in more traditional, abstract courses like Algebra 2. It encourages students to work collaboratively and engage in problem-solving that mimics real-life scenarios. It fosters critical thinking and reasoning as students investigate, explore, and discuss various mathematical challenges.
During math teacher Darlene Stefanski’s training to teach the course, she was introduced to concepts from the book "Building Thinking Classrooms in Mathematics." She has since begun incorporating some of these ideas into her other classes. She was so excited that she asked administration to purchase a copy of the book for each math teacher at the high school and they did. Her colleague, Mark Corpuz, a math teacher, read the book this summer and has also started implementing some of the concepts in his classes.
In Stefanski’s classes and in Corpuz’s classes, the lesson looks different from the traditional math class. The focus is on encouraging active thinking, collaboration, and problem-solving rather than passive learning or direct instruction. “At the start of class, students are randomly assigned to groups of three,” said Stefanski. “This step promotes equity and ensures that no fixed group dynamics hinder collaboration. Students are assigned to work at whiteboards because standing up encourages more active engagement, and working on erasable surfaces lowers the stakes for students to try new ideas without fear of making permanent mistakes. Students work in their groups at the boards. They discuss their ideas, test hypotheses, and revise their thinking as needed. Mark and I circulate the room, but rather than providing direct answers, ask guiding questions.”
"Building Thinking Classrooms in Mathematics" by Peter Liljedahl is a practical guide for teachers that focuses on fostering deeper thinking and problem-solving skills in students. The book is based on extensive research and classroom observations, and it presents 14 key teaching practices aimed at transforming traditional math classrooms into environments that encourage students to think critically and independently.
The core ideas of the book emphasize:
Non-Permanent Vertical Surfaces: Using whiteboards or similar tools on walls to promote collaboration and allow students to display their thinking processes.
Random Grouping: Frequently changing student groups to encourage peer collaboration, reduce cliques, and foster diverse problem-solving strategies.
Task Design: Introducing rich, open-ended tasks that challenge students to think deeply rather than just applying formulas or procedures.
Questioning Techniques: Encouraging teachers to ask open-ended questions that stimulate thinking rather than simply seeking correct answers.
Flow of Information: Managing how and when students receive information, often having them discover concepts independently before direct instruction.
Student Autonomy: Creating an environment where students take ownership of their learning, with less reliance on the teacher for answers.
The book also includes strategies for assessing student thinking, managing classroom behavior, and building a culture of perseverance and inquiry. Overall, "Building Thinking Classrooms in Mathematics" aims to shift the focus from memorization and routine tasks to encouraging students to engage deeply with mathematical concepts and develop reasoning skills.
"The changes we're seeing in our math classrooms are truly exciting," said Principal Mike Janatovich, Independence High School. "By adopting these innovative teaching methods, we're not just teaching math; we're cultivating problem-solvers and critical thinkers. The enthusiasm from both our teachers and students is incredible, and I believe this approach will have a lasting positive impact on our students' learning and future success."
