Engaging Math and Science with Vertical Non-Permanent Surfaces

Our senior math and science teacher, Mr. Coulter, is transforming the way students engage with problem-solving using Vertical Non-Permanent Surfaces (VNPS)—a strategy from Building Thinking Classrooms in Mathematics by Peter Liljedahl.

After the lesson introduction, students work in randomised small groups of three at whiteboards around the room. One student acts as a scribe while all three students discuss and collaborate regarding various problems and processes. This approach fosters conversational learning, encouraging students to talk through their thinking in a low-risk, non-graded environment. By circulating the room, Mr. Coulter guides inquiry, asking questions that push thinking forward and help students learn from each other.

Mr. Coulter has noticed his Grade 10 students are embracing this interactive style, with some eager to jump in and others gradually finding their comfort zone. Over time, Mr. Coulter’s hope is that his students build confidence in working through math puzzles and science problems in this way, developing deeper understanding through discussion and exploration.

Sometimes at the end of lessons, Mr. Coulter has students reflect by making notes on solutions and the steps involved. This innovative approach is helping students think more deeply, communicate more effectively, and engage in mathematics and science in a deeper way.