Blue Glasses Math

In this engaging episode, Ron Martiello shares his deeply personal and evolving journey with mathematics. From proudly wearing Smurf stickers in elementary school after winning fast-fact games to becoming a passionate math coach and author, Ron reflects on the pivotal moments that shaped his perspective. He dives into the power of Universal Design for Learning (UDL) in creating accessible math instruction for all students and underscores the role of collective efficacy in transforming teaching practices. Throughout the conversation, Ron lifts up the importance of professional development and encourages educators to stay curious, collaborative, and open to change.TakeawaysRon Martiello has a diverse background in education, including roles as a teacher, administrator, and math coach.His journey with math has evolved from a love-hate relationship to a renewed passion for teaching.Professional development can significantly shift educators' perspectives on teaching math.Collective efficacy among educators can lead to improved student outcomes.Universal Design for Learning (UDL) is essential for making learning accessible to all students.Creating a common language in math instruction helps students connect concepts across grades.Teachers should be open to new ideas and approaches in their teaching.The importance of patience in the learning process for both students and educators.Engaging in conversations with colleagues can spark innovative teaching strategies.Continuous learning is vital for educators to adapt to changing educational landscapes.Connect with Ron.https://mathuniversallyspeaking.com/Listen to Ron's podcast: Math, Universally Speakinghttps://mathuniversallyspeaking.com/podcasts/Buy Ron's book:Conquering Math Myths with Universal Design: An Inclusive Instructional Approach for Grades K–8https://www.ascd.org/books/conquering-math-myths-with-universal-design?variant=124004

SummaryIn this engaging conversation, Zach Champagne shares his journey in math education, emphasizing the importance of authentic questioning, fostering curiosity, and creating safe spaces for students to express their ideas. The discussion highlights the need for teachers to model vulnerability and uncertainty, as well as the value of community and discourse in the math classroom. Zach also discusses innovative approaches to teaching math and the significance of building confidence in students through belief in their ideas.

In this episode of Blue Glasses Math, I sit down with Marc Seigel—STEM educator and high school chemistry and design teacher—to talk about the power of mistake-making in learning. From flaming Doritos to balloon experiments that didn't go quite as planned, Marc shares how he creates hands-on spaces where students feel safe to take risks, try new things, and grow from every misstep.We dig into how something as simple as a whiteboard can free students from fear, how assessments can be reimagined to support learning over perfection, and how Marc's daily practice of posting quotes outside his classroom has had an incredible ripple effect on the school community.Yes, we talk about science—but this conversation is really about trust, courage, and building a classroom culture where students learn to be thinkers, not just answer-getters.

What happens when someone who studied actuarial science and worked in corporate consulting walks away to teach high school math? In this episode, I sit down with Paul Battaglia—a powerful voice in math education who brings passion, intentionality, and deep belief in students to every lesson he teaches. We talk about his journey into education, how he keeps math relevant and real for his students, and why relationships are the foundation of everything he does in the classroom. If you've ever wondered what it looks like to teach math from a place of connection and conviction, this one's for you.Connect with Paul!https://paulbattagliaedu.com(Includes his speaking/workshop offerings, bio, and contact form)Instagram: @paulbattagliaeduTwitter/X: @MrBattagliaMathLinkedIn: Paul Battaglia on LinkedIn

What if the best way to help students to see themselves as math people...is to let them lead the way? In this episode, I sit down with Anne Paoletti-Bayna - award winning educator and creator of a groundbreaking math research elective designed to tap into high school students' curiosity. Anne shares how she creates space where teenagers can ask their own questions and explore mathematics through inquiry, creativity and personal meaning. Connect with Anne! https://x.com/paomaths/with_replieshttps://www.linkedin.com/in/anne-paoletti-bayna/

What happens when we stop treating math like a checklist and start seeing it as a living, breathing human experience? In this powerful conversation, Dr. Kris Childs shares how centering student interests — starting with a group of sneaker-obsessed teens — unlocked a classroom full of powerful mathematical thinking. We explore why context matters, how technology can be a tool for deeper engagement, and why preparing students for life beyond school means rethinking how we teach math today. If you're ready to turn your lessons into meaningful, real-world experiences, this episode is for you.Connect with Dr. Kristopher Childs! https://www.youtube.com/@DrKChildshttps://www.kristopherchilds.com/https://www.linkedin.com/in/drkristopherjchilds/

In this episode of Blue Glasses Math, I sit down with Dr. Chepina Rumsey and Dr. Jody Guarino, authors of Nurturing Math Curiosity with Learners in Grades K–2. They unpack the power of student-driven inquiry in early math classrooms—and how curiosity, when nurtured, becomes the gateway to mathematical reasoning, identity, and joy.From classroom anecdotes involving first graders debating the relative “bigness” of five, to post-lesson reflections that changed teacher beliefs, this episode paints a hopeful and practical picture of what's possible when teachers slow down, notice deeply, and let curiosity lead. Spoiler alert: The brilliance is already in the room. Our job? Make space for it.Perfect for teachers, instructional coaches, and anyone building math learning communities that celebrate wonder over worksheets.https://x.com/mathcuriosityK2https://www.solutiontree.com/free-resources/mathematics/nmc

What if math felt like a playground instead of a test? In this episode, I sit down with Cindy Lawrence, executive director and CEO of the National Museum of Mathematics (MoMath) in New York City and one of its visionary founders. We explore Cindy's math story, from second-grade struggles to rediscovering wonder through museum-making.We talk about the emotions that live inside math — joy, struggle, curiosity — and what it means to feel seen, safe, and celebrated as a math person. From riding a square-wheeled tricycle to the upcoming MoMath expansion, Cindy shares how the museum turns awe-inspiring math into a full-body experience.Whether you're a teacher, student, parent, or just someone who's ever said “I'm not a math person,” this episode will challenge that narrative and invite you to play with math in new ways.Vist MoMath in NYC!https://momath.org/

Deborah Peart brings her perspective of what it feels like to be a student in a classroom whose mathematical ideas are not valued. Deborah uses her experiences as a student of math to help teachers understand that all students can learn math AND that all people who do math - are Mathers. Deborah is the founder of My Mathematical Mind. She trains teachers to create environments where all students can develop lasting and positive math identities and improve achievement in math. https://mymathematicalmind.com/

"Always bet on people" - Dan Meyer In this episode of Blue Glasses Math, I sit down with Dan Meyer, a passionate advocate for better math instruction that truly supports both teachers and students. You may know him from his viral TED Talk, Math Class Needs a Makeover, or his work as Chief Academic Officer at Desmos Classroom, or his recent National Math Leadership Award from NCSM . Dan shares his insights on how to support math teachers in shifting their practice, why we need to trust students to think mathematically, and how technology, when used to foster curiosity, can invite students into mathematical conversations. Dan's Substack is a must read. https://danmeyer.substack.com/Connect with Dan on BlueSky or X.https://bsky.app/profile/ddmeyer.bsky.socialhttps://x.com/ddmeyer?lang=en

How can we create math classrooms where English learners (ELs) don't just survive—but thrive? In this episode, I sit down with Adrian Mendoza, author of Teaching Math to English Learners, to explore strategies that make math more accessible and meaningful for multilingual learners. We unpack the unique challenges ELLs face in math classrooms, from language barriers to cultural differences in mathematical understanding. Adrian shares practical approaches that help ELLs engage deeply with math concepts, develop mathematical language, and build confidence as problem-solvers.If you've ever wondered how to shift your instruction to better support ELLs—or if you're looking for actionable strategies to make math more inclusive—this conversation is a must-listen!Connect with Adrian @adrianmendozaedLearn more and buy Teaching Math to English Learners https://seidlitzeducation.com/our-team/adrian-mendoza/

How does empathy shape the way we teach, lead, and connect with students? In this episode of Blue Glasses Math, I sit down with Erin Thorpe, a leadership coach and host of Tactical Empathy to explore how empathy is an inside job—a skill that transforms classrooms and empowers teachers as leaders. We'll discuss what it really means to teach with understanding and why this shift is critical for both students and educators.Tune in for real talk about leadership in education, and the power of empathy to reshape learning.

In this episode of Blue Glasses Math, I sit down with Dr. Amanda Jansen, professor at the University of Delaware and author of Rough Draft Math: Revising to Learn. We dive into the transformative power of revision in the math classroom—how shifting away from a right/wrong binary can empower students, boost confidence, and foster a culture of collaborative learning. Mandy shares insights on the importance of revising ideas, embracing mistakes, and creating learning environments where students are seen as smart without being perfect. We also discuss the Rights of the Learner framework and how teachers can structure their classrooms to encourage mathematical exploration. If you've ever wondered how to make math class a place where every student can thrive, this episode is for you! Connect with Mandy on BlueSky! Order your copy of Rough Draft Math, Revising to Learn

This conversation with Eli Luberoff, founder and CEO of DESMOS Studio PBC gives us insight into how DESMOS was built and how to use this amazing dynamic calculator to recognize the brilliance in all students in your classroom. From graphing basic linear equations to creating amazing works of art, DESMOS Studio has no limits for helping students and teachers to see themselves as math people. https://www.desmos.com/ https://youtu.be/c7nXa9OcuWI

Kevin Dykema always excelled at math as a student, mastering formulas and solving problems with ease. But when he stepped into the classroom as a teacher, he realized that true understanding of math goes far beyond surface-level memorization—it's about deeply engaging with concepts to guide others on their learning journeys. In this inspiring episode, Kevin, former president of the National Council of Teachers of Mathematics (NCTM), shares his story of transformation. We discuss the challenges of moving from procedural expertise to conceptual understanding, why embracing mistakes is essential for learning, and how teachers can create classrooms where students AND sometimes teachers say, “Oh, now I get it!” Whether you've ever questioned your math abilities or are looking to inspire others to see themselves as math people, this episode is packed with insights you won't want to miss. Also, check out Kevin's most recent book, Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance (Corwin Mathematics Series)  Connect with Kevin @dykemamath on social.

In this episode, I explore the transformative potential of Amplify's Polypad, a free virtual whiteboard packed with interactive math manipulatives, from ten frames to fraction bars and beyond! If you've ever struggled with keeping students engaged, helping them truly understand concepts, or sparking excitement about math, this episode is for you. I am joined by David Poras, a former middle school math teacher who now works with Amplify, inspiring teachers and students with the power of visual and interactive mathematical representations on Polypad. Together, we dive into how Polypad can help solve common classroom challenges while making math more meaningful and fun.

In today's episode, I talk about what I actually mean when I say "shift perspective on what it means to be a math person". Math evokes powerful feelings - for a reason. Experiences in math class stick with us and leave indelible marks on our souls because of the feelings that we experience when doing math. Learning math is about more than facts and "answer getting". Learning math as an opportunity to develop confidence in our ability to tackle new problems. Part of that learning requires us to see the learning process as non-linear and sometimes "messy".

Get ready to rethink what it really means to be a “math person” as we dive into a lively chat with the incredible Brendan Scribner! Brendan's career started in a middle school math classroom in Vermont and has taken him on a journey through various roles, all the way to transforming entire school systems. He's got a fresh, inspiring take on how we can help students (and teachers!) see themselves as capable, creative math thinkers. In this episode, we explore the mindset shifts that can make math class a place of curiosity and joy, where every student feels like they belong. Brendan brings his experience and passion for math to life, sharing ideas for sparking conversations, building confidence, and creating those “aha!” moments in the classroom. Connect with Brendan Scribner on Twitter (X) @bscribb and LinkedIn www.linkedin.com/in/brendanscribnermather

In this episode, I chat with Tanya LaMar, first generation college student who earned her Ph.D. in mathematics education from Stanford University! Tanya is the CEO of Struggly.com, an online program for students that helps them "walk the walk" of growth mindset as they grapple with interesting mathematic. Dr. LaMar shares with us the surprising role that struggle plays in math learning. We begin to unpack why tackling challenges and experiencing those “aha” moments are key to building confidence and seeing yourself as a true “math person.” Together, we explore how reframing math struggles as steps toward discovery and growth can reshape students' math identities. Whether you're a teacher, student, or math enthusiast, this episode offers fresh insights on embracing struggle as a natural—and powerful—part of learning math. For a FREE 60-day trial of Struggly, click the link below. tinyurl.com/tryStruggly Struggly.com @struggly_maths To get in touch with Dr. LaMar: https://www.instagram.com/struggly_maths/ ⁠https://www.linkedin.com/in/tanya-lamar/⁠

What stories do students bring to math class, and how do those stories impact their engagement with math? In Season Two, we will delve deeper into how our beliefs about what it means to be a math person makes a tremendous impact on learning and teaching. We will get specific about the synergy between affect and math learning. We will explore how emotional factors like anxiety, frustration, joy, and satisfaction interact with math learning. (Hint: they are not to be entirely avoided). Come along for the ride. And join the conversation. Follow, like, subscribe https://www.instagram.com/blueglassesmath https://x.com/pamela_brett www.blueglassesmath.org

In this episode, we kick things off with a thought-provoking quote from Dan Meyer: "Students know what it feels like to have their education done to them rather than with them and they vastly prefer the latter." Let's dive into what this means and how it ties into the core human needs of autonomy, competence, and relatedness in the classroom. We'll ask the big question: "Do our educational values align with these basic human needs?" By fostering autonomy, building competence, and nurturing relationships, we can transform learning into a more engaging and effective experience for students.

What do I actually mean when I say, "shift our perspective on what it means to be a math person"? Why the Blue Glasses? In this episode, you will learn more about the reason why I am calling for a shift in perspective. Why I think that the focus on "good at math" has been misdirected. Why I think math can be a vehicle for hope, agency and persistence. Inspiration for this episode, Brene Brown, Atlas of the Heart, page 97. https://brenebrown.com/book/atlas-of-the-heart/ https://www.ted.com/talks/brene_brown_the_power_of_vulnerability?language=en

In this episode, 2 in a series of 3, we begin to take a peek at how math teacher identity may influence how they show up as math teachers. Yes, each teacher brings their own unique stories with them to their lessons. Those stories influence how teachers plan lessons, ask and answer questions, respond to faulty student reasoning and more. Let's take a look at changing the perspective on learned helplessness - through the lens of math teacher identity.

In this first of a three-part series, I talk about learned helplessness in math class. Is helplessness learned, or taught? What does helplessness represent? What are the implications of helplessness? And what can we do about it? Let's shift our perspectives on what it means to be "helpless" in math class. This series was inspired by this quote: Equitable Practices without high expectations are nothing more than misguided enablement. - Charles Williams https://twitter.com/_cwconsulting/status/1772060100259115205

Do teachers (and parents) play a role in shaping the flavors of students' mathematical narratives? You bet! We have the power to influence the bitterness or sweetness of students' mathematical experiences. Join me as I introduce the metaphor of a Mason jar as a container for students' math autobiographies. Each of our students comes to us with a jar - pre-filled with their thoughts and beliefs about math and about themselves as math learners. How do the contents shift over the course of a school year? Let's take a look.

Building math confidence is like planting a seed that grows into a sturdy tree, providing a strong foundation for all future mathematical exploration and learning. It's important because confident students are more likely to take risks, embrace challenges, and persist through difficult problems, viewing mistakes not as failures but as vital steps in the learning process. .

Confidence is key when teaching and learning math effectively. So why are so many teachers (yes...there are plenty out there)...not super confident when it comes to teaching math "effectively"? In this episode I talk about what confident teachers do...and how vulnerability is a necessary factor in the confidence equation.

In a profession that makes all other professions possible, teachers have a lofty task. Teachers are tasked with preparing our kiddos to step out in the world and be able to function as independent members of society. What if we saw math class as a training ground to develop the life skills that every human needs, like curiosity, patience, concentration, self-confidence and perseverance. Because these are the skills that our learners will need as the step into a world that we can't even imagine.

Yup. The superintendent walked in on a fight, and witnessed, first-hand, how learners' beliefs will shift when they are given the space to express their opinions and co-create their mathematical thinking with one another. Let's take a look.

In this episode, I revisit the belief cycle Beliefs Thoughts Actions Results and begin to explore how simple actions we take, such as listening, can foster shifts in how students see themselves as math learners.

Imagine a student facing a complex math problem. The belief here might be, "I'm not good at math." This thought can lead to hesitancy in action, perhaps disengagement, disruptive behaviors, daydreaming. . And the result? A reinforcement of the belief, "See, I just can't do math." In this episode, I introduce the belief cycle and how it drives how students see themselves as math learners AND how teachers see themselves as math teachers. I reference the belief cycle and the emotion wheel to make a connection between our beliefs, our emotions and math learning and teaching. This is just the beginning of a much larger conversation. https://drive.google.com/file/d/1whPvjgOm428F9u9Xxj4yeW8sxm-soDBY/view?usp=sharing Navigating the Belief Cycle in Math Class https://medium.com/age-of-awareness/how-to-use-wheel-of-emotions-to-express-better-emotion

When we change our perspective on how mistakes help us learn, we develop hope from the struggle that is part of the problem solving process. In this episode, I explore the idea around tinkering in math and how tinkering, making mistakes and learning from those mistakes is where mathematical learning leads to hope in learners' future success. This episode was inspired by Brene Brown and Francis Su Brene Brown TED Talk https://www.ted.com/talks/brene_brown_the_power_of_vulnerability?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshare Mathematics for Human Flourishing by Francis Su

In this episode, we explore the somewhat uncharted territory of emotions in the world of math. I discuss the profound human experiences of frustration and satisfaction, showcasing how we can support learners in their emotional journey simply by not rescuing them from the uncomfortable emotions that sometimes accompany learning math.

In this episode we explore the similarities between rollercoasters and math class. People pay good money to ride rollercoasters so they can experience the thrill of the ups and downs...they pay to be scared. They pay for this experience because they feel safe. In a math class, there are twists and turns that can sometimes make students (and teachers) feel like they just need to grab the bathroom pass and avoid the "rollercoaster" altogether. Unless, of course, they feel safe.

We spend so much time thinking about the "right" curriculum, choosing and analyzing quarterly assessments, and designing environments for learning. What if we started paying attention to the "feelings" that happen when we do math? Come take a look. Your perspective may shift.

When I took the textbooks away, my 8th graders started to believe in themselves as mathematical learners.

My students complained to the school principal about my teaching style. They asked the administration remove me from my job as their 8th grade math teacher.In this episode of Blue Glasses Math, I tell the story about what happened when my students got fed up with my incessant questioning about their mathematical reasoning. They insisted that I didn't tell them the steps for solving problems...and that is why I should be fired for not doing my job.

What happens when an experienced teacher comes together with students who don't buy what she is selling?