Think Thank Thunk

In this episode, Kyle, Maegan, and Dean dig into the updated Building Thinking Classrooms framework recently shared by Peter Liljedahl. Together, they discuss what changed and why, including the move of evaluating what you value from the final toolkit to the very first, and how starting the year with co-constructed rubrics helps build a strong classroom culture from day one. They also explore the new suggested timelines for each toolkit, the importance of moving forward even when things aren't perfect, and what it looks like when students begin to take ownership of their own learning. Tune in for a conversation about a framework that continues to evolve, just like the classrooms it's built for. Links:YouTube: The New BTC Framework and Why it’s ChangedNew BTC Framework GraphicBuilding Thinking Classrooms Across the Curriculum Conference, Calgary, November 6-7, 2026

In this episode, Kyle, Maegan, and Dean pick up where they left off. Maegan shares her experience teaching EMTH 300, where working with soon-to-be teachers brought math trauma and misconceptions to the surface. Dean reflects on how reframing estimation as prediction has shifted his students' willingness to take risks in the classroom, while Kyle shares where his thinking on assessment and navigation instruments has been heading. Together, the three dig into the vulnerability required to genuinely change your practice, the messy reality that it's going to hurt before it feels good, and why the relationship a teacher has with math might matter just as much as what they know about it. Tune in for a wide-ranging conversation about identity, risk-taking, and what it really means to be a math teacher. 

In this episode,  Dean returns to the host’s chair to welcome back Maegan and Kyle for the second half of their "Behind the Books" conversation, shifting the focus from the writing process to the messy reality of the classroom. Together, they contrast their unique creative styles from Kyle’s "procrastination-to-panic" sprint to Maegan’s marathon of task testing and open up about the vulnerability required to publish a static resource in an ever-evolving educational landscape. They discuss the feedback they have received and explore how teaching with intention can help alleviate math trauma. The conversation also dives into the power of storytelling to keep students engaged during dry curricular units, ensuring math acts as both a mirror and a window for learners, before concluding with reflections on how student solutions often surprised both and why the ultimate goal is teaching students that life, unlike a textbook answer key, is often "messy and gray."Links:Building Thinking Classrooms Tasks in Mathematics, Grades K-5Building Thinking Classrooms Tasks in Mathematics, Grades 6-12Saskatchewan Understand Math Conference 2026

In this episode, Dean takes the host's chair to interview Maegan and Kyle, who have both recently co-authored books in the Building Thinking Classrooms series with Peter Liljedahl. They discuss the release of the new Building Thinking Classrooms Tasks in Mathematics, Grades 6-12 book and how it complements Maegan’s previously released Building Thinking Classrooms Tasks in Mathematics, Grades K-5. Together, the group explores the process of selecting tasks, the importance of thin-slicing, and why the pedagogical research found in the rest of the book is just as critical as the tasks themselves. They also open up about the vulnerability required to write these resources, including the realization that even experienced teachers often need to relearn math concepts to teach them effectively. Tune in for a behind-the-scenes look at creating these resources and how they can support your journey in the classroom.Links:⁠Building Thinking Classrooms Tasks in Mathematics, Grades K-5⁠Building Thinking Classrooms Tasks in Mathematics, Grades 6-12Saskatchewan Understand Math Conference 2026

In this episode, Kyle welcomes Jason To, Math Coordinator for the Toronto District School Board. Together, they address the ongoing debate between inquiry-based learning and explicit instruction. Jason shares his journey into the world of cognitive science, exploring how concepts like cognitive load theory and collective working memory may actually help explain why the Building Thinking Classrooms framework is effective. They also discuss common misunderstandings from both "sides" of the debate, the practical plateaus teachers often face, and the critical need for teacher content knowledge. Tune in for a conversation that moves beyond pedagogical labels and focuses on what's truly important: making sure students are not only engaged, but are also learning.Links:Jason's Blog Post: Why Building Thinking Classrooms Works: Using Evidence from Cognitive Science Research to Explain the Effectiveness of the BTC FrameworkOntario's High-Impact Instructional Practices in Mathematics