How One District Embraced a Problem-Based Mathematics Curriculum to Build Thinking Classrooms

When I think about what I want for every student in Capistrano Unified, it’s simple: I want them to say, “I love math.” Not because it’s easy, but because it makes sense to them. Because they see themselves as mathematicians, whether they’re in kindergarten or fifth grade. That’s one of the key reasons we sought out a problem-based mathematics curriculum for our district.

What Is a Problem-Based Mathematics Curriculum?

In a problem-based mathematics curriculum, students become active participants in their learning and do the “heavy lifting” through discussion and perseverance. They engage with meaningful, real-world problems and rich thinking tasks that go beyond simply learning a concept, which helps instill confidence and a love of math.

This approach closely aligns with what Dr. Peter Liljedahl has outlined in the Building Thinking Classrooms framework. It includes 14 practices that comprise the key elements a thinking classroom brings. Through individual and collaborative work, students develop not only mathematical skills but also a deep understanding of when, how, and why to apply their reasoning. In a time when critical thinking and problem solving are highly valued in both college and the workplace, a problem-based mathematics curriculum helps ensure students are not just doing mathematics but are also understanding it.

Why a Problem-Based Mathematics Curriculum Was Non-Negotiable

We knew we needed a curriculum that could meet all students where they are—and help them grow. For us, that meant one thing: It had to be problem based and provide access to grade-level mathematics instruction for all students. This was non-negotiable. We weren’t just looking for a new program; we were looking for a new way to position students as sense makers who can problem solve, reason, and communicate their thinking. 

We selected a problem-based learning program that would help ensure all students could not only learn the material but also prove they understood it. By launching lessons with rich, open-ended problems (e.g., “Start” and “Try It” tasks), students are immediately engaged in critical thinking and collaborative discourse. Random groupings, flexible workspaces, and visible student thinking create a community where every voice matters. The classroom environment encourages autonomy, peer-to-peer dialogue, and productive struggle, while sequenced tasks that increase in difficulty and formative assessments support ongoing growth. Teachers use discourse routines, student-driven questioning, and reflection activities to deepen understanding and empower students to take ownership of their learning. This approach ensures the Building Thinking Classroom practices—from thinking tasks and collaborative groups to autonomy, assessment, and consolidation—are woven into daily practice, creating a vibrant, student-centered space for mathematical exploration and growth.

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Shifting Mindsets, Supporting Teachers

Adopting a new curriculum is never easy. It requires a shift in pedagogy from “I do, we do, you do” to “you try, we discuss, we connect.” But when teachers embrace that shift and encourage student autonomy with thinking tasks, collaborative groups, and a discourse-based approach, the results are powerful. 

The implementation was districtwide and included specific professional learning for administrators, support teachers, and coaches. Teachers experienced the Try–Discuss–Connect framework themselves, analyzed student data, and studied video lessons to see the pedagogy in action.

The results? In an adoption year when most districts expected a dip, we saw an increase in our state mathematics scores. It was truly transformative.

Students Are the Authors of Their Ideas

One teacher recently shared a moment that made all the hard work worthwhile. A student told her, “I’m so excited to do math this morning. I love working with partners.” That joy, that engagement that comes from fostering student autonomy is what happens when students are positioned as the authors of their ideas in thinking classrooms.

Teachers have told me, “I can’t believe kids can develop their own strategies and ways of showing thinking without being explicitly taught how to do it first,” and “I didn’t expect that solution, but it opened up the eyes of the whole class.” That’s the magic of problem-based learning. It doesn’t just teach math—it reveals what students are capable of when we trust them to lead.

A Culture of Mathematical Confidence

Twenty years ago, I began my own journey into problem-based learning. I’ve seen firsthand how it brings classrooms to life by forming collaborative groups and creating a learning environment where students can do their best work. I’ve seen students not just acquire knowledge but also become curious, confident, and courageous about tackling challenges for the rest of their lives. Now, I want that for every student.

I believe we’re on the path to making that vision a reality. My greatest hope is that when someone asks our students what they love about school, they’ll say, “Math. Because I can do it. Because problem solving is part of life.”

Want more from Karen? Check out her episode of the Extraordinary Educators™ Podcast and this interview. 
Want more about problem-based mathematics and building thinking classrooms? Check out our core mathematics program: i-Ready Classroom Mathematics.

More Resources for You:
Giving Every Student a Voice in the Mathematics Classroom
Make Mathematics about Meaning—Not Mnemonics—to Boost Math Scores
A Deeper Approach to Math Practice Adds Up to Big Results