Dr. Peter Liljedahl (he/him) is a Professor of Mathematics Education in the Faculty of Education at Simon Fraser University, author of the best-selling book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning, and co-author of the best-selling book, Mathematics Tasks for the Thinking Classroom (Grades K-5). Peter is a former high school mathematics teacher who has kept his research interests and activities close to the classroom. With a passion for fostering deep mathematical thinking and problem-solving skills, Peter has dedicated his career to reshaping classroom environments. His work emphasizes thinking, collaborative learning, and problem solving, leading to more effective and meaningful mathematics education experiences for students of all ages. Through his research-based innovative teaching methods, Peter continues to inspire educators worldwide to create dynamic and thought-provoking learning spaces. He consults regularly with teachers, schools, school districts, and ministries and departments of education on issues of teaching and learning, problem solving, assessment, numeracy, and building thinking classrooms. Peter has authored or co-authored 13 books, 45 book chapters, and 45 research articles on a wide range of topics including creativity in mathematics, the role of beliefs in the teaching and learning mathematics, and building thinking classrooms. He is the recipient of the Cmolik Prize for the Enhancement of Public Education (2017), The Margaret Sinclair Memorial Award Recognizing Innovation and Excellence in Mathematics Education (2018), and the Læringsprisen for Changing the way we think about Education in Denmark (2022). 

For information about consulting on Building Thinking Classrooms, go to https://www.buildingthinkingclassrooms.com/consulting

Maegan Giroux is an accomplished mathematics teacher, instructional coach, and educational consultant, currently working in Regina Catholic Schools. Having taught for over a decade at every grade level from kindergarten to grade 8, Maegan's teaching philosophy is rooted in innovative and student-centered approaches, with a strong emphasis on thinking classroom pedagogy, fostering student autonomy, and implementing robust assessment practices. Maegan also works in Canada as a valuable member of the Building Thinking Classrooms professional development team. In this capacity, she plays a key role in facilitating workshops related to Building Thinking Classroom methodologies, sharing her expertise and insights with educators who are interested in implementing these innovative teaching practices. She speaks frequently at various educational conferences, where she imparts her knowledge on a wide range of math teaching concepts, further contributing to the advancement of mathematics education in Canada and beyond. In addition to her role as an educator, Maegan is actively engaged in academic pursuits. Her current research focuses on decolonizing mathematics education by challenging power dynamics through the framework of the 4 Rs of Indigenous research.