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 Changed

New BTC Framework Graphic

Building 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-5

• Building Thinking Classrooms Tasks in Mathematics, Grades 6-12

• Saskatchewan 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-5
• ⁠Building Thinking Classrooms Tasks in Mathematics, Grades 6-12
• Saskatchewan 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 Framework

Ontario's High-Impact Instructional Practices in Mathematics

In this episode, Kyle and Dean welcome Chase Orton, author of The Imperfect and Unfinished Math Teacher. Together, they dive into the core themes from Chase's book, exploring the power of vulnerability and what it means to be an "imperfect and unfinished" teacher. They discuss the importance of interrogating our own math story and breaking free from the traditional "script" that so many teachers inherit from their time as students. They also tackle the common belief that the purpose of math is just to prepare for next year's math class and how this leads to an unhealthy blame game between grade levels. Tune in for a deep conversation about pedagogy, teacher identity, and why the most valuable professional development might just be in the classroom next door.

Links:

https://chaseorton.com/

Audio Companion to the Book, The Imperfect and Unfinished Math Teacher

In this episode, Maegan, Dean, and Kyle get real about their day-to-day journeys with Building Thinking Classrooms. Together, they pull back the curtain to share the "messy reality": the highs, the lows, and the everyday challenges that don't always make the highlight reel. They discuss the universal struggle of getting students to stand, managing complex classroom dynamics with learners from kindergarten to high school, and navigating logistical hurdles like 30-minute class periods. They also celebrate the profound wins that keep them going: the power of math journals, the joy of seeing unexpected students thrive, and the beautiful moments when a classroom truly becomes a community. Tune in for an honest and relatable conversation about why the journey is worth the effort, even when it’s not perfect.

In this episode, Kyle, Maegan, and Dean welcome Vanessa Vakharia, aka The Math Guru and author of Math Therapy. Together, they unpack the deep-seated issue of math trauma and how the Building Thinking Classrooms approach helps us deal with it. The group explores how to create a classroom culture built on empathy and safety by prioritizing questions over answers, while also discussing the importance of progress over perfection, journaling, and helping students develop a stronger math identity. Tune in for a powerful discussion on how to help students build a better relationship with math—one conversation at a time.

After a longer-than-planned break, Kyle, Maegan, and Dean are back! In this candid episode, the trio addresses their podcast hiatus and shares their excitement to reconnect with the community. Dean and Maegan dive into powerful stories from their first day back in the classroom, while Kyle reflects on his role in professional development and his passion for getting back into classrooms to learn from other teachers. They discuss how they get students into a state of flow, the importance of small wins, and their goals for the year, including improving assessment and fostering numerical flexibility. Tune in to hear about their on-the-ground experiences and get a preview of what’s to come this season.

Links:

• The Thinking Desk: https://thethinkingdesk.com/
• BTC K-5 Task Book: Mathematics Tasks for the Thinking Classroom, Grades K-5 by Peter Liljedahl and Maegan Giroux
• BTC 6-12 Task Book (Coming Oct 2025): Mathematics Tasks for the Thinking Classroom, Grades 6-12 by Peter Liljedahl and Kyle Webb

In this episode, Kyle and Maegan welcome Tammy McMorrow (@TammyMcMorrow / @tammymcmorrow.bsky.social) to discuss her experiences with Building Thinking Classrooms. Tammy shares her journey from discovering the transformative BTC approach in 2021 to implementing it with her first-grade students in Idaho. She talks about the impact of creating a Thinking Classroom including the surprising gains her students have made as mathematicians. The conversation addresses the challenges of managing young learners, adapting BTC practices for primary grades, and the importance of embracing the messy and magical aspects of teaching. Tammy also shares her insights on the thin-slicing technique, the importance of trust in students, and how BTC has changed her approach to student engagement. Listeners will also hear about Tammy's podcast, Little Minds Big Thinkers, where she shares stories from her classroom and interviews with fellow educators.