Empowering Math Learners Through Building Thinking Classrooms Practices

By Clare Bunton, Guest Author

From First-Year Teacher to Equitable Math Educator

When I graduated from Western Michigan University in 2021, I was in a slight panic mode about where to apply to teach high school math. My former math education professor gave me practical advice, while no school would be perfect, I should look for indicators like Building Thinking Classrooms (BTC) and a problem-solving curriculum. He also recommended I look into programs like the Knowles Teacher Initiative to support my growth as a new teacher.

In my first semester of teaching Algebra 1 in Fall 2022 at Wyoming High School in West Michigan, I was in survival mode, organizing a classroom while trying to find my teaching identity. Though I grouped students and encouraged collaboration, I quickly realized I was doing most of the thinking and talking. During winter break, I read Building Thinking Classrooms and felt my passion reignite. Inspired, I wrote a Knowles grant to transform my classroom, equipping it with vertical whiteboards and plenty of Expo markers. Implementing BTC practices has since transformed my teaching, creating a more equitable and engaging math environment for my diverse learners.

What is BTC? An Overview of the Practices

Building Thinking Classrooms is a teaching framework developed by Peter Liljedahl designed to promote deep mathematical thinking and equitable participation. BTC shifts the focus from teacher-centered instruction to student-driven problem-solving, where learners collaborate, take risks, and share their reasoning. The framework is built around 14 practices, with Tool Kit #1 serving as the foundation. This includes randomized grouping, working on Vertical Non-Permanent Surfaces, and using thinking tasks that engage students in meaningful problem-solving.

At the end of my first year, I introduced vertical whiteboards and began modifying my curricular tasks to encourage collaboration at the whiteboard spaces. Seeing the immediate impact on student engagement, I committed to fully implementing Tool Kit #1 throughout my second year. This included randomizing groups daily, having students solve problems standing at whiteboards almost daily, and shifting my role to a facilitator rather than an explainer. This approach aligns with my philosophy of teaching math as a student-centered process, where all learners feel valued and empowered to think critically.

My Journey with BTC

At the end of my first year of teaching, I had only scratched the surface of Building Thinking Classrooms. I observed a middle school teacher at East Rockford MS using BTC practices, which inspired me but also made me realize how much more I had to learn. That summer, I finished reading Building Thinking Classrooms and attended the first national BTC conference in Franklin, IN. It was the best professional development I had experienced as a new teacher, leaving me eager to go full BTC mode in Year 2. I left the conference with several key takeaways: to start small by focusing on Tool Kit #1, to modify existing curriculum resources into thinking tasks, to emphasize consolidation after whiteboard work so students had a tool for future reference, and to use Check Your Understanding to help students self-assess their engagement.

On Day 1 of Year 2, I had my Algebra 1 students up at the whiteboards tackling the 100 Numbers task. Though students were initially uncomfortable with standing, I quickly noticed higher engagement and more student-to-student discourse, something that had taken me months to achieve in Year 1. From that day on, I committed to using Tool Kit #1 daily. While some students pushed back at first, within a few weeks it became routine. When I called out, “Okay, whiteboard time!” students immediately headed to their boards and collaborated with their random group partners.

During this year, I regularly collaborated with Josh Zolen, a BTC teacher at East Kentwood Freshman Campus, to share progress and refine our practices. He introduced me to the idea of combining restorative practices with BTC by starting each class with a simple community-building question, like “What’s your favorite ice cream flavor?” before jumping into math. This human-first approach transformed my classroom culture. Students not only worked with everyone, but also got to know their peers personally, making the frequent random groupings far less daunting. Josh and I later presented this strategy at the 2nd Annual BTC Conference in Phoenix, AZ, in July 2024.

Now in Year 3, I’ve expanded beyond Tool Kit #1, incorporating practices #7, #11, and #5. The most impactful has been Practice #7: What Homework Looks Like, which gives students more ownership over their learning. Instead of generic practice problems, I now offer Mild, Medium, and Spicy levels. Students choose their level of challenge and aim to complete a portion of the problems (e.g., 9 out of 12), which significantly boosts engagement and confidence. The excitement students feel when successfully solving a “Spicy” problem for the first time is truly rewarding.

To enhance group productivity, I also introduced Complex Instruction Actionable Norms in Year 3. I use these norms to provide feedback during group work, have students complete self and peer evaluations, and recognize a Group Member of the Month in each class. These norms have strengthened collaboration by promoting equitable participation and accountability.
Looking back, my BTC journey has been one of continuous growth. What started as a small experiment with vertical whiteboards has evolved into a full-fledged BTC classroom where students think deeply, collaborate effectively, and feel empowered in their learning.

Student Voice: The Real Impact of BTC on Math Learners

It’s easy for me to say that Building Thinking Classrooms has transformed my math classroom into a more equitable and engaging learning environment, but the true measure of its impact comes from my students. As any math teacher knows, math class isn’t always every student’s favorite place to be. However, the feedback from my students shows that BTC practices have shifted their perspectives, helping them see themselves as capable, confident doers of mathematics.

After my second full year of implementing BTC, I surveyed my students to gather their honest reflections. The questions asked them to describe how they felt about math class, their confidence in doing and discussing math, and their experience working with peers at the whiteboards. Their responses were powerful and inspiring, revealing that BTC not only improved their math skills but also boosted their confidence and collaboration skills.

One clear takeaway was that students felt they were learning math more effectively through BTC practices. One student shared,

“Definitely more [enjoyment] because Ms. Bunton didn’t consistently hold our hands throughout the year. It made us have to think and process more, which I think definitely helped the way I think during class.”

Another student expressed a similar sentiment, saying,

“It didn't really make me like it any less or any more. I can just appreciate it because I've learned more about math by doing this.”

These reflections highlight how BTC encourages deeper thinking and gives students the space to grapple with math more, making their learning more meaningful.

Another powerful theme in the feedback was that students felt more confident working with their peers. One student explained,

“By moving around and solving with groupmates, I’ve become more confident [in doing and discussing math].”

Another student shared,

“I have grown better at explanations and teaching others.”

These responses emphasize how frequent collaboration and group-worthy tasks helped students become more comfortable expressing their thinking and engaging in mathematical conversations.

Finally, what stood out most was that students recognized the purpose behind BTC practices. They saw the value in working at the whiteboards, even if it felt unfamiliar at first. One student noted,

“I liked being able to have a lot of freedom with problem-solving and how we got to use whiteboards all year.”

Another student shared,

“I feel pretty comfortable and confident with all kinds of people.”

These reflections demonstrate that BTC not only made math more accessible but also helped students develop interpersonal skills and build a stronger sense of community.

The voices of my students make it clear, BTC practices have transformed my classroom. They feel more capable, confident, and collaborative, which are skills that extend far beyond solving math problems.

BTC as a Catalyst for Equitable Math Education

Now, as I near the end of my third year of teaching, I can confidently say that BTC practices have transformed my classroom into a student-centered space where students actively think, collaborate, and talk about math. While I continue to learn and grow in implementing equitable teaching practices, I believe BTC provides a strong foundation for creating classrooms where all students can engage meaningfully and feel successful. I encourage every teacher to start small with BTC and see its impact on equity, engagement, and student ownership. Equitable math education doesn’t happen by accident, it happens through intentional design. BTC has allowed me to watch my students not only strengthen their math skills but also develop the confidence and belief that they are capable, valued mathematical learners.

Clare Bunton, Guest Author

Clare teaches mathematics at Wyoming High School in Wyoming, Michigan. Now in her third year of teaching, she focuses on building student-centered, collaborative classrooms through Building Thinking Classrooms practices. Clare is a Knowles Teaching Fellow (2021 cohort) and a member of the MichME organization, where she has helped facilitate professional development for 9–12 math teachers. She holds a bachelor’s degree in Secondary Education and Mathematics from Western Michigan University and plans to pursue a master’s degree in Mathematics Education or Curriculum and Instruction. Outside the classroom, Clare leads the WHS Student Council and co-advises the GSA.

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04/07/2025