Fostering Thinking Classrooms in Mathematics

Abstract

This experience, developed with fifth-grade elementary school students in Lima, addressed difficulties in solving mathematical problems, particularly in understanding statements and low confidence when facing new situations. These difficulties are associated with the impact of online teaching during the pandemic, which affected reading comprehension and, consequently, mathematical competencies, according to Chujandama (2023). The proposal was based on Liljedahl’s “Building Thinking Classrooms” strategy, which promotes active thinking through open-ended tasks, random trio work, and the use of non-permanent vertical surfaces. In addition, generative artificial intelligence (GAI) was used to pose the mathematical problem. The students began with a non-mathematical problem, participated in an experiential activity on previous concepts, and solved a geometric problem as a team. Achieving the learning objective, active participation, and overcoming difficulties through dialogue, resilience, and collaboration were evident.