Building Thinking Classroom Tasks: A Practical Guide

Igniting Inquiry: Introduction to Thinking Tasks

Imagine a classroom where students are out of their seats, buzzing with ideas, clustered in groups around vertical whiteboards, eagerly wrestling with mathematical puzzles. Welcome to the world of Building Thinking Classrooms—an approach developed by mathematics educator Peter Liljedahl that flips traditional teaching on its head. Here, learning begins not with a lecture but with a question, a challenge, a problem to solve. These “thinking tasks” are the spark that ignite curiosity, promote collaborative learning, and make mathematics feel like an adventure rather than a chore.

Instead of passively receiving information, students dive headfirst into inquiry, engaging in active problem-solving from the very start. This is not just fun—it’s deeply effective. Inquiry-based learning cultivates critical thinking, strengthens conceptual understanding, and fosters a growth mindset, laying the foundation for lasting mathematical reasoning.

Core Characteristics of Effective Tasks

Not every math problem is a “thinking task.” In the Thinking Classroom structure, tasks are carefully crafted to spark genuine exploration. They usually feature:

• High cognitive demand: Students must think, not just recall facts.
• Open-endedness: There’s more than one way to approach the solution.
• Thin-slicing: Problems progress in incremental steps, building skills gradually.
• Collaboration-centred design: Tasks are best tackled in random groups, pooling collective working memory.
• Real-world or intriguing contexts: Scenarios that captivate and motivate students to persevere.

When these characteristics combine, classroom culture shifts—students stop asking “Is this right?” and start asking “What if I try this?” The emphasis moves from answer-getting to exploration, promoting rich mathematical discourse and deeper comprehension.

Designing Your First Thinking Task

So, how do you create a task that truly gets students thinking? Here’s a step-by-step guide to designing your first one:

1. Start with a math concept—choose a topic where conceptual understanding is crucial, such as fractions, proportional reasoning, or geometric proofs.
2. Add intrigue: Frame it within a story or pattern that students find engaging.
3. Thin-slice: Break down the challenge into incremental steps, ensuring each success builds toward the big idea.
4. Design for collaboration: Make sure the task has multiple entry points so all group members can contribute.
5. Prepare extension prompts: Have follow-up challenges ready for groups who solve the core problem quickly.

For example, rather than giving students a formula to apply, you could set up a problem-based scenario that leads them to discover the formula themselves. This aligns perfectly with the cognitive science principles behind BTC, where discovery and collaboration improve retention and reasoning skills.

Implementing Tasks in the Classroom

When you’re ready to try your task, remember: the delivery matters just as much as the design. Based on Liljedahl’s research, here are key strategies for implementation:

• Random grouping: Create fresh dynamics by mixing students into new teams of three each time, encouraging peer collaboration beyond friendship groups.
• Vertical non-permanent surfaces: Stand students at whiteboards or chalkboards—the act of standing fosters energy and ease of sharing ideas.
• Defrontloading: Let the task speak for itself—avoid giving away too much before they start.
• Teacher facilitation: Circulate, observe, and offer hints only when necessary, letting students grapple productively.
• Consolidation: After active problem solving, gather the class to highlight key strategies and conceptual takeaways.

Innovative tools like Goosechase can inject extra excitement by gamifying collaboration—think math scavenger hunts or mission-based challenges that fit BTC principles perfectly.

Assessing and Refining Your Tasks

Assessment in a thinking classroom isn’t just about marking answers. It’s an ongoing process that blends observation, questioning, and reflection. Consider these formative assessment strategies:

• Observe group dynamics: Are all students contributing? Is the dialogue fostering conceptual understanding?
• Listen for mathematical communication: Note whether students are explaining and justifying their reasoning.
• Check for procedural fluency: Are students able to apply methods accurately after exploring concepts?
• Encourage metacognitive reflection: Have groups share not just their solutions but the paths they took to get there.

Based on these observations, tweak your tasks. You might adjust cognitive demand, add scaffolding, or introduce richer contexts. Teacher reflections, like those shared by BTC practitioners, highlight that small refinements can dramatically boost engagement and equity.

Fueling Future Thinkers: Conclusion

Building Thinking Classrooms tasks are more than just exercises—they’re the engine that drives deep engagement, collaboration, and mathematical reasoning. By embedding inquiry, balancing cognitive demand, and leveraging collaborative tools, you can transform your classroom culture into one that celebrates persistence, risk-taking, and student agency.

Start small, observe keenly, and refine often. With each successful thinking task, you’re not just teaching math—you’re shaping a community of confident problem-solvers ready to tackle challenges within and beyond the classroom walls.