Podcasts about elementary math

On a recent coaching call, we spoke with a new teacher who was feeling great about a math quiz her students had just aced—until she wasn't. The quiz focused on using the array model for multiplication, and students were awarded points for drawing the array and getting the right product. But when we looked deeper, something didn't sit right: Did these scores truly reflect her students' understanding and grade-level expectations? In this episode, we unpack what was missing from the math assessment and why simply getting the “right answer” isn't enough. We explore the importance of strategy sophistication, the difference between additive and multiplicative thinking, and how to design math assessments that actually measure mathematical proficiency.In this episode, you'll discover:High scores don't always mean high levels of understanding in math.Strategy sophistication matters—especially in assessing multiplication.Math assessments should reflect not just answers, but the thinking behind them.Teachers can refine math assessment practices to better capture student growth and proficiency.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway!Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & UnitsHave you ever wished for a simple yet effective way to improve math instruction without overwhelming teachers?Many educators struggle with making math lessons engaging, equitable, and effective. Without clear guidance, teaching methods can vary widely, leading to inconsistent student experiences. But what if there was a structured, research-backed approach that empowers teachers while ensuring high-quality instruction for all students?You'll learn: Discover how instructional recipes provide clear, research-based strategies that simplify lesson planning while enhancing student engagement.Learn how small, high-leverage instructional changes can lead to significant improvements in student understanding and classroom equity.Gain insights into practical teaching techniques, including effective task launches, student discourse strategies, and how to provide hints and extensions without lowering cognitive demand.Tune in now to explore how instructional recipes can transform your math teaching approach—giving both you and your students a more rewarding experience!Show NotesLove the show? Text us your big takeaway!Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & Units comparison is a crucial yet often overlooked concept in elementary mathematics. Many students in grades 4-6 struggle with fractions and multiplication, while those in grades 7-8 need a strong foundation to think algebraically. In this episode, we explore how understanding multiplicative comparison can unlock deeper mathematical reasoning and support students' progression. When should we introduce it? How do we leverage it effectively? Join us as we break it down with real-world examples!Key Takeaways:Understanding how it differs from additive comparison.A bridge between multiplication, fractions, and algebraic thinking.How a strong grasp of multiplicative comparison supports algebraic reasoning.Key moments to reinforce the concept in elementary math.Practical ways to help students develop this understanding through rich tasks and discussion.Show NotesLove the show? Text us your big takeaway!Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Today, we delve into the challenges faced by elementary math teachers and explore strategies for fostering mathematical thinking and understanding. Joining us is math educator and coach Sue O'Connell. Sue works with elementary math educators across the country and offers an acute perspective on how we can support teachers right now. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Panelists: Brian Norton, Josh Anderson, Belva Smith ATFAQ191 – Q1. New Outlook app w/ Jaws, Q2. Classroom AT, Q3. AT for Elementary Math, Q4. Mounting device to wheelchair, Q5. Wildcard: top 4 tech considerations for college student.   The post ATFAQ191 – Q1. New Outlook app w/ Jaws, Q2. Classroom AT, Q3. AT for Elementary Math, Q4. Mounting device to wheelchair, Q5. Wildcard: top 4 tech considerations for college student first appeared on Assistive Technology at Easter Seals Crossroads.

In this very short minisode, Melissa, with laryngitis, shares that listeners should go to the Episode 112 page on theteacheras.com to see her students' reflections about logic puzzles. The students share how the puzzles got easier with continued practice and how they created their own logic puzzles.

This edWeb podcast is sponsored by Unruly Studios. The edLeader Panel recording can be accessed here.Math anxiety and negative associations with math are common among elementary students and can develop as early as kindergarten. This can lead to avoidance and low achievement in math. However, increasing student engagement through varied instructional tactics can help students build confidence and resiliency in math. To be flexible problem solvers, students need strong number sense and a toolbox of strategies to choose from, and educators need the math foundation and support to do this in their classrooms.In this edWeb podcast, current principal and former elementary educator Emma Simmons and elementary educators Emily Semrad and Elijah Ortiz share:Current challenges faced in math education, including data insights from principals across the United StatesHow administrators can shape teachers' instruction to cultivate flexible problem solversMath classroom strategies that help students stay engaged in their learning and in turn, build more positive associations with mathThe goal of this session is for listeners to leave with strategies they can implement into their teaching practice to increase engagement and differentiate instruction. Emma, Elijah, and Emily have worked with a variety of grade levels and student populations, providing them all with a robust toolbox of math strategies.This edWeb podcast is of interest to elementary teachers, school and district leaders, education technology leaders, and math curriculum coordinators and directors.Unruly Studios The Only Cross-Curricular Platform That Gets Students Out of Their Seats and MovingDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

In this episode, math educator Jen Hawkins shares the 7 student vital actions in the math classroom that are grounded in equity and logical thinking/reasoning. Jen talks about the importance of productive struggle as well as all students regularly using math vocabulary as they share their thinking.

Do you find your students are making the same mistakes over and over again? Using a worked-out example is a great way to have your students discuss different problem-solving strategies and techniques and helps them apply what they have learned to new problems! Learn about different worked examples and the impact they can have!Have a topic you want me to discuss? Fill out the Google Form!Time Stamps1:50 Fading Examples2:44 Prompting Self Explanation5:05 Comparing Examples7:22 Which Type Do I Use8:30 Conclusions Helpful LinksBlog PostArticleLet's Connect! InstagramWebsiteYouTube Channel

On this week's episode of Ridgefield Tiger Talk, we welcome Linda Johnson Director of Elementary Education and Jamie Palladino District Math Specialist. We discussed some of the modern methods in which we educate elementary age children in mathematics, what a math fact is, and what parents can do at home to help their children become dynamic math thinkers. Thanks for listening! Click Here for more info on the Summer Bridge Program.

In this episode:             I talk about the evidence based practices you need to be embedding into your Math block. We talk about: 1.What students need in order to become proficient readers and how you are already tackling this in your Math block.  2. Why embedding evidence based literacy practices into your Math block just makes sense.  3.How to embed evidence based literacy practices into your Math block  Quotables: -Students need to be able to understand what the problem is asking them to solve as well as identify key details as well as unnecessary ones. This requires explicit instruction in determining importance. -Students need to be able to visualize the different parts of the problem in order to solve them.This requires knowledge of and instruction of academic vocabulary. -Math and reading are hot button subjects for students and they often feel pretty strongly about their ability to see themselves as good at math or not. I bring this up, because part of these mindsets stem from their ability to feel successful when it comes to math. Links to resources mentioned in the podcast: Book a discovery call for one on one coaching or school professional development Next Steps: If this episode resonated with you, take a screenshot of the episode and tag me on instagram @msevamireles.  This helps my show remain active in order to continue to help other upper elementary teachers get ideas they can use in their class today. The Reading Teacher's Playbook  Search for my show on iTunes or Stitcher. Click on ‘Ratings and Reviews.' Under ‘Customer Reviews,' click on “Write a Review.” Sign in with your iTunes or Stitcher log-in info Leave a Rating: Tap the greyed out stars (5 being the best) Leave a Review: Type in a Title and Description of your thoughts on my podcast Click ‘Send'Leave a Rating and Review: --- Send in a voice message: https://podcasters.spotify.com/pod/show/eva-mireles/message

We're back and talking assessment with elementary teacher Bryant Greiner. We talk assessment strategies for math and reading and the skills we build in elementary. Bryant's warm and enthusiasm for learning about his students skills and personalities is a great reminder of how building relationships with students must be factored into every aspect of teaching and learning. Tune in to hear tips and ideas that would work for any grade level! Intro Music: David BiedenbenderOther Music: Pixabey Find us on social media: Instagram: cmichceseFacebook: cmich_cese

Elementary Math Chat is a podcast for upper elementary math teachers looking for ideas and resources beyond the book. Tune in each week to hear recommendations for planning your math lessons, differentiating math centers, classroom management, and so much more. From the first day of school until the last, this podcast will provide you with teacher-tested and student-approved ideas that work! Annamarie Krejci (kret-see) is a former 4th and 5th grade math teacher of 20 years and the face behind Krejci Creations. By sharing what she's learned as a veteran teacher, she hopes to inspire and encourage teachers every step of the way. You can follow her on Instagram @krejci_creations or visit her website at krejcicreations.com.

Does your math community supports courageous mathematicians? Today we will cover just what it means to have that a math community supports mathematicians. You'll get 3 startegies to use this school year to create community supports inside your classroom!  Today we'll chat about:  3 ways a math community can support students  what it means to be a courageous mathematician "Let's support our students in making mistakes with diginity"  ☀️ Summer Math PD ☀️ don't miss out on this chance to get FREE or low cost pd about MATH! FREE Summer PD options: MonaMath PD- Number Sense with 3rd-5th Graders & Planning with ANY curriculum!  Middle School Math Summit  Cheerful Math Conference  Mentioned in this episode: 

Math is uninspiring. Math is something you've either found false confidence in or struggled and avoided. On today's show we will talk about what math is today and how we can make sure math is inspiring to our students in today's classrooms.  Today we'll chat about:  3 things that make math uninspiring your experience with math, and what math is to you what we can do to inspire our students and ourselves in math ☀️ Summer Math PD ☀️ don't miss out on this chance to get FREE or low cost pd about MATH! Planning math lessons is one of our topics! MonaMath.com/summerpd to sign up now. Mentioned in this episode:

Are you ready to sharpen your leadership skills this summer? No school bus or homework involved, just a fresh perspective on leadership through the lens of elementary math. Join your hosts, Tim Barnes and Nathan Ruby, as they challenge you to add, subtract, multiply, and divide, not numbers, but aspects of your personal and organizational leadership. Tune in and let's go back to summer school together!Resource Mentioned in the Podcast:  Atomic Habits by Jame ClearThe Hosts of The Practice of NonProfit Leadership:Tim Barnes serves as the Executive Vice President of International Association for Refugees (IAFR) and can be contacted at tim@iafr.org. Nathan Ruby serves as the Executive Director of Friends of the Children of Haiti (FOTCOH) and can be contacted at nruby@fotcoh.org.All opinions and views expressed by the hosts are their own and do not necessarily represent those of their respective organizations.

Tanner Bradshaw stepped into my Student Centered Math Classroom as a student teacher and this is an interview breaking down just excatly what he thought and learned from his experience. Tanner holds nothing back as he expresses what makes Word Problem Workshop different, what he got better at and how he's still growing.  At the end I say, "This is my summative assessment as your mentor teacher"... and it truly is. Come listen in as Tanner and I chat about what he learned about:  anticipating students' sovling strategies  creating a classroom community of math  grappling & productive struggle  being vunerable as the teacher in order to faciliate  and so much more!  Now what?  Sign up for my FREE summer PD Monamath.com/summerpd Check out Word Problem Workshop Monamath.com/WPW Join me at College to Career Summit June 27th Details Here  Come chat with my on instagram @HelloMonaMath  If you have a second, could you hit review and leave a few sentences about how the ideas on this podcast have helped you in your classroom? Thanks so much, friend!  Books 

If you're ready to try something new and planning this summer to make some changes in your classroom or instruction you must listen to this episode about the 3 most common pitfalls of teachers that try something new in math.  If you're hoping to get your students problem solving, productively struggling, and discussing their math thinking next school year you gotta listen to these mistakes to avoid.  We'll chat about:  3 mistakes to avoid  productive struggle, discorse, and differentiation (and it might not be what you expect) next steps to support your big, bold moves this summer!  Now what?  Sign up for my FREE summer PD Monamath.com/summerpd Check out Word Problem Workshop Monamath.com/WPW  Join me at College to Career Summit June 27th Details Here  Come back Wednesday for a special interview all about Word Problem Workshop!    Come chat with my on instagram @HelloMonaMath  If you have a second, could you hit review and leave a few sentences about how the ideas on this podcast have helped you in your classroom? Thanks so much, friend!   

Janet @sunny_in_socal is a elementary teacher! Her teacher passion is so strong. The love for her students and learning is at the heart of our conversation today. I am sure you'll find connections to her story.  In this episode we're chatting about:  behaviors of mathematicians  how to build the habits of mathematicians in our classrooms  our mutual love for Which One Doesn't Belong You can find Janet on Instagram @Sunny_in_socal ☀️ Summer Math PD ☀️ don't miss out on this chance to get FREE or low cost pd about MATH! Planning math lessons is one of our topics! MonaMath.com/summerpd to sign up now.  Links Mentioned in the Episode: 

Reflection Teacher End of the Year!  In this mini math chat we'll quickly chat about:  the value of teacher reflection  a few reflection questions to consider hit pause and reflection along with this episode! Reflection Teacher End of Year/Summer Edition!  In these Mini Math Chats you can expect quick & actionable episodes full of ideas to implement in your classroom today.  Want to know more about how to help your students achieve Math Proficiency everyday in math class? Grab my guide to engaging math discussions here MonaMath.com/discussions Leave a review! Do you enjoy Honest Math Chat? I'd LOVE your feebdack! Leave a quick review!

When shifting the culture of math in your school math mindset plays a big role.  Today I got to chat with Rachelle McCracken about thinking using surveys with both teachers & students to improve math mindset. We covered everything from building the survey, whole school shifts, and analyzing math mindset data! In this episode we will chat about:  Math Mindset Surveys- what they are & how you can use them  How Rachelle used surveys at her school and what she found  You'll hear Rachelle & I thinking about math culture and community, and how mindset plays a big role in developing a positive math culture.  Connect with Rachelle:  https://www.rachellemccracken.com Instagram: @mis_mccracken ☀️Summer PD opportunities ☀️ monamath.com/summerpd

Thinking about math is one of my favorite things to do, and today I got to chat with Ann Elise Record about thinking about math. We covered everything from Building Thinking Classrooms, fluency, learning progressions... and ALL the things!!  In this episode we will chat about:  Building Thinking Classrooms with HIGH expectations for all students  Permission to teach a different way!  Learning Progressions in math & how to support students thinking about math Subtraction strategies with real math examples You'll hear Ann Elise & I thinking about math and wondering about how we can get EVERY child & teacher thinking about math.  Connect with Ann Elise Record:  https://www.anneliserecord.com/  Instagram: @ann.e.record Padlets mentioned can be found here ☀️Summer PD opportunities ☀️ monamath.com/summerpd

SEL in Mathematics is important all year long. In this interview with Caitie we're chatting about how to incorporate SEL in mathematics. Caitie shares ideas and strategies for incorporating SEL in mathematics class without extra effort or planning.  In this episode we're chatting about:  Math Status - Smarter Together  What you can do to help students take risks & participate fully in math class CASEL competencies and how they relate to SEL in Mathematics  Caitie is now supporting teacher business owners with strategy, systems & online marketing! Be sure to check out what she has to offer on IG @Caitiecupplescreative ☀️ Summer Math PD ☀️ don't miss out on this chance to get FREE or low cost pd about MATH! Planning math lessons is one of our topics! MonaMath.com/summerpd to sign up now.  Links Mentioned in the Episode: 

Are you looking for activities for fluency assessment & learning? This is the episode for you. We'll chat about how activites for fluency can improve students flexibility and accuracy with math facts.  In this episode we'll chat about:  a clear definition of what fluency is in the classroom  how to build fact fluency without tests & worksheets activities for fluency that actually work  Check out episode 39 Math Talks https://monamath.com/podcast/39/  Math Fluency Materials on TPT  Visit my Instagram @HelloMonaMath for pictures & in real life examples of fluency in action  ☀️Sign up for Summer PD: Monamath.com/summerpd 

Did you get into teaching thinking you'd never have a job as a math teacher? That's the case with many elementary teachers. Job Math Teacher isn't always on the top of our list. In this interview we talk with @MsMazuredu about her experience as a math teacher in the intervention setting. .In this episode you will chat about:  how Tori came into her position & her math mindset what she does to prepare to teach math lessons  how being in your space of learning can be an asset when teaching  Find Tori on Instagram at @MsMazuredu Links Mentioned in the Episode: 

Planning math lessons doesn't have to be frustrating or time consuming... AND planning math lessons with your math curriculum no matter the curriculum you use! You'll want to tune into this episode to find out about how I'm planning math lessons with MY curriculum. ☀️Summer PD on this topic, for FREE monamath.com/summerpd In this episode we'll chat about:  planning math lessons using math curriculum how to supplement math curriculum when planning math lessons 5 ways to use math curriculum for planning math lessons  ☀️ Summer Math PD ☀️ don't miss out on this chance to get FREE or low cost pd about MATH! Planning math lessons is one of our topics! MonaMath.com/summerpd to sign up now.  Links Mentioned in the Episode: 

Mini Series: Standards for Mathematical Practice #8 Math Reasoning What is Standards for Mathematical Practice (SMP) #8 Repeated Math Reasoning as it relates to math proficiency? On this mini math chat we will break it all down! We are chatting (quickly) about:  What is SMP #8 Express Repeated Math Reasoning  Questions to ask your students to promote SMP #8(You'll wanna write these down!)  Ways to integrate SMP #8 into Word Problem Workshop! Need a refresher on What are the standards for mathematical practice common core?  Go listen to episode #47 now!  For the next several weeks we will be doing a mini series (every Wednesdsay) on one of the Standards for Mathematical Practice. Be sure to come back each Wednesday!  In these Mini Math Chats you can expect quick & actionable episodes full of ideas to implement in your classroom today.  Want to know more about how to help your students achieve Math Proficiency everyday in math class? Grab my guide to engaging math discussions here MonaMath.com/discussions Leave a review! Do you enjoy Honest Math Chat? I'd LOVE your feebdack! Leave a quick review!

Standard algorithm in math is common. Students are taught this algorithm standard by their parents as a way to help students. However, it often leads to confusion and prevents students from learning!  Find out more inside this episode all about using an algorithm standard ways aren't best.  In this episode we're chatting about the standard algorithm and what to do instead during elementary years In this episode you will chat about:  why the algorithm standard is not the best way to teach students math  what you should be doing instead of the standard algorithm in elementary school ways to incorporate other methods  Links Mentioned in the Episode: 

Mini Series: Standards for Mathematical Practice #3 Construct Viable Arugments  What is Standards for Mathematical Practice (SMP) #3 as it relates to math proficiency? On this mini math chat we will break it all down! We are chatting (quickly) about:  What is SMP #3 Questions to ask your students to promote SMP #3(You'll wanna write these down!)  Ways to integrate SMP #3 into Word Problem Workshop! Need a refresher on What are the standards for mathematical practice common core?  Go listen to episode #47 now!  For the next several weeks we will be doing a mini series (every Wednesdsay) on one of the Standards for Mathematical Practice. Be sure to come back each Wednesday!  In these Mini Math Chats you can expect quick & actionable episodes full of ideas to implement in your classroom today.  Want to know more about how to help your students achieve Math Proficiency everyday in math class? Grab my guide to engaging math discussions here MonaMath.com/discussions Leave a review! Do you enjoy Honest Math Chat? I'd LOVE your feebdack! Leave a quick review!

In this episode, Dr. Seipp discusses the idea of "new math" with Mrs. Maurer, Dr. Rhode, and Mrs. Kelly. They talk deeply about the district's elementary mathematics program elements and instructional strategies as well as how mathematical learning connections are embedded in the instructional format.

  Math Strategies to Solve Problems also need... math models!  Do you know the difference? On this episode we will cover the difference and why they are both important to helping our students solve problems. In this episode you will learn: what are models & strategies  how are models & strategies related?  how can models & strategies help us teach math & engage students in math discussions Links Mentioned in the Episode: 

Mini Series: Standards for Mathematical Practice #2 Reason Abstractly & Quantitatively  What is Standards for Mathematical Practice (SMP) #2 as it relates to math proficiency? On this mini math chat we will break it all down! We are chatting (quickly) about:  What is SMP #2 Questions to ask your students to promote SMP #2 (You'll wanna write these down!)  Ways to integrate SMP #2 into Word Problem Workshop! Need a refresher on What are the standards for mathematical practice common core?  Go listen to episode #47 now!  For the next several weeks we will be doing a mini series (every Wednesdsay) on one of the Standards for Mathematical Practice. Be sure to come back each Wednesday!  In these Mini Math Chats you can expect quick & actionable episodes full of ideas to implement in your classroom today.  Want to know more about how to help your students achieve Math Proficiency everyday in math class? Grab my guide to engaging math discussions here MonaMath.com/discussions Leave a review! Do you enjoy Honest Math Chat? I'd LOVE your feebdack! Leave a quick review!

3 Expectations & "Just in Time Supports" Math for Help in Any Classroom  In this episode we're chatting about the expectations & support in math for help in any classroom.  In this episode you will learn: 3 expectations we need for math class the types of support for students that's most helpful  suggestions on how to offer "Just in Time Supports" for math for help   Links Mentioned in the Episode: 

Math Proficiency can be defined by the Standards of Mathematical Practice  As we continue to chat about math proficiency, let's add the Stanards for Mathematical Practice Standards into the mix.  In this episode you will learn: What the standards for mathematical practice are & are not  How we can use them to define proficiency Ways to incorporate Standards for Mathematical Practices into your teaching! Books Mentioned in the Episode: 

You can find out more about Word Problem Workshop at MonaMath.com/enroll  Use code MARCH to get $20 off + exclusive bonuses until March, 15th at 10pm cst  Word Problem Solving is a challenge for everyone teaching math to children... that's why I've worked on creating an instructional strategy that helps students problem solve everyday ... it's called Word Problem Workshop.  In the Word Problem Workshop training you'll learn how to teach your students using this instructional strategy- while planning less of what matters more. You'll be confident in facilitating math discussions and productive struggle as you tailor your teaching points and questions to meet your students needs!  In this episode we will honestly chat about: math problem solving strategies  what makes math instruction effective  the ways Word Problem Workshop engages students in authentic and deep problem solving, everyday  You can find out more about Word Problem Workshop at MonaMath.com/enroll  Use code MARCH to get $20 off + exclusive bonuses until March, 15th at 10pm cst  Links Mentioned in the Episode: 

What is Productive Disposition as it relates to math proficiency? On this mini math chat we will break it all down! We are chatting (quickly) about:  what is Productive Disposition?  how can you help students develop Productive Disposition in math every day?  tips and strategies for your classroom  Are you wondering What is Math Proficiency? What are the 5 Strands of Math Proficiency?  Go and listen to episode #40 "What is Proficiency in Math?"  Then, listen to the previous FOUR Mini Math Chats for the other Strands of Math Proficiency!  In these Mini Math Chats you can expect quick & actionable episodes full of ideas to implement in your classroom today.  Want to know more about how to help your students achieve Maht Proficiency everyday in math class? I'm hosting a free training called, ✨ 3 Biggest Mistakes we Make when Teaching Word Problems✨ Register at MonaMath.com/training  Leave a review! Do you enjoy Honest Math Chat? I'd LOVE your feebdack! Leave a quick review!

Zeba @Kindergarten Cafe is sharing her 4 steps to helping students with Decomposition. The four steps Zeba shares can absolutely be applied to ANY grade level. When your students struggle these four steps will help you!  In this episode we will cover: 4 steps to helping students decompose numbers simple games & strategies to use for intervention how to incorporate questioning into play to help students develop math ideas Links Mentioned in the Episode: Zeba's Free Guide to work smarter not hard for small groups www.kindergartencafe.org/math  Blog post from Zeba about Decomposition!  Website www.kindergartencafe.org  Instagram @kindergartencafe  Splat : A great math game! Other Episodes Mentioned:  Procedural Fluency  Conceptual Understanding 

What is Strategic Competency as it relates to math proficiency? On this mini math chat we will break it all down! We are chatting (quickly) about:  what is Strategic Competency? how can you help students develop strategic competency in math every day?  tips and strategies for your classroom  Are you wondering What is Math Proficiency? What are the 5 Strands of Math Proficiency?  Go and listen to episode #40 "What is Proficiency in Math?"  Then check out the past 3 weeks of Mini Math Chats, each Wednesday, for the previous Strands!  In these Mini Math Chats you can expect quick & actionable episodes full of ideas to implement in your classroom today.  Want to know more about how to help your students achieve Maht Proficiency everyday in math class? I'm hosting a free training called, ✨ 3 Biggest Mistakes we Make when Teaching Word Problems✨ Register at MonaMath.com/training  Leave a review! Do you enjoy Honest Math Chat? I'd LOVE your feebdack! Leave a quick review!

Can you solve it algebraically, arithmetically, and geometrically? - Marianne Strayton  Apple | Spotify | Google Podcast | Amazon Podcasts  Today, Marianne Strayton, President of AMT New York State, talks about using engaging, real-world contexts as anchors to learning math.  She shares how to start the year with measurement, data, and geometry standards and use them as powerful catalysts to teach the rest of the year's curriculum. Dr. Marianne Strayton, President of the Association of Mathematics Teachers of New York State, is a full-time K-5 Math Interventionist in the Clarkstown Central School District in New York and a part-time senior curriculum developer for Eureka Math. Her master's degree centered around elementary STEM education and her doctoral work focused on overarching curriculum and teaching principles. She has become one of the authors of the Math MileMarkers children's book series and has published articles in NCTM and ASCD publications. Connect with Marianne on Twitter: @MSeducateEdD Find the Allison Loves Math playlists at https://www.allisonlovesmath.com/blog, including Playlist for Elementary School Teachers Playlist for High School Teachers and College Professors Playlist for Parents Get Allison's Books: Amazon: https://www.amazon.com/Allison-Dillard/e/B07PV43V59 Barnes & Noble: https://www.barnesandnoble.com/s/%22Allison%20Dillard%22 Scribd: https://www.scribd.com/author/604645715/Allison-Dillard Walmart: https://www.walmart.com/search?q=allison%20dillard And other online retailers

During this episode we talk about how to create a positive math community inside your classroom by looking at students through an asset lens instead of a deficit lens. They give great ideas on how to get to know your students mathematically that go beyond the test scores.   THEIR BOOK: https://amzn.to/3NQBDk8   BECOME A PATRON, FOLLOW US ON SOCIAL, AND MORE: https://create-abilities.com/afterthebell/

Rounding Up Season 1 | Episode 1 – Culturally Relevant Practices in the Elementary Math Classroom Guest: Dr. Corey Drake Mike Wallus: There's a persistent myth in the world of education, that mathematics is abstract and its teaching is not influenced by cultural contexts. This, despite the fact that research and scholarship indicate when students see how math applies to a world that they recognize, they perform better. Today on the podcast, we'll talk with Dr. Corey Drake, senior director of academic programs at The Math Learning Center, about what it means to provide a culturally inclusive and relevant mathematics experience in the elementary classroom. This is a topic on everybody's mind, and we're excited to address it head on.  Mike: All right. Hello, everybody. Welcome to the podcast. We are excited today to have Dr. Corey Drake with us. And the topic of the day is culturally relevant practices in an elementary classroom. So, Corey, welcome. It's great to have you on the podcast. Corey Drake: Thanks. Great to be here. Mike: Fantastic. So I want to start this conversation and zoom way out as a beginning place. So one of the things that I'm thinking about is that lately it seems like you hear terms—like equity, culturally inclusive, culturally relevant—and those are being used across the education space almost as like kind of a catchall, to the point where it seems like in some cases they've almost lost their meaning. So I'm wondering if to begin the conversation, and really give these ideas the depth of discussion that they deserve, If you'd be willing to unpack … When you think about culturally inclusive and culturally relevant practices, help paint a picture of that for someone who's a listener.  Corey: Yeah. I think those terms do get used all the time in all kinds of different ways. And so I've been trying to think a lot about sorting them out and trying to think about a framework that makes sense for me, recognizing though that actually whatever the term is, I think the goals are the same, right? And so the goals of whether it be culturally inclusive, culturally relevant, culturally sustaining education, or to provide better experiences and more access to all students to high-level mathematics. So that's the underlying goal. And so I don't want to get too lost in the terms.  Mike: Thank you.  Corey: Having said that though, I think there are some important differences. I think if we think about things like culturally inclusive, we think about context representations that include all students so that every student can see themselves in curriculum so that students aren't excluded by the examples and representations they see in curriculum.  Corey: So I would think about that as more along the lines of culturally inclusive. When we start to get to culturally relevant, and then culturally responsive, culturally sustaining work, now we're really starting to think about who our students are, what their experiences have been, what their interests are, the kinds of activities our families and communities participate in, and how all of that can provide access and bridges into mathematics. And then if we would get all the way, kind of on what I think of as the far end of the continuum, we really would get to terms like anti-racist education. We're really there. We're talking about systemic racism, systemic oppression and privilege, and ways in which mathematics can disrupt those systemic issues of, not only who has access, but the kinds of outcomes and opportunities that students have based on various characteristics.  Mike: So let's unpack these a little bit.  Corey: Yeah.  Mike: I think one of the things that's really interesting is this idea of relevance and responsiveness …  Corey: Uh-hm. Mike: … so, particularly because it made me think about the kids in my classroom when I was a classroom teacher, so it strikes me that a part of this work is like, as you said, like really getting to know your students. So paint a picture of what that might look like if I'm a classroom teacher, and I'm teaching fourth grade, what kind of process might I engage in? What does that look like as I'm getting ready to perhaps start a unit of study, or even as I'm just getting ready to start the year? Like, what might that actually look like for a person who's out in the field?  Corey: Yeah, that's a great question. And it brings up a really important point, which is that cultural responsiveness cannot sit just in a set of materials. And it can't sit just in the teacher's actions, right? Cultural responsiveness happens at that interaction of curriculum materials and the mathematics and the teacher and the students. And it's in those interactions that cultural responsiveness happens. And so for the teacher, what that means is really getting to know their students. But also—perhaps even more and importantly, and as a way to get to know their students—opening up those spaces for student voice in a classroom, right? Where do students have opportunities to share their ideas, to make sense of ideas, to bring in the connections that they're making? To the extent that it's all about the teacher, we're never going to get to that cultural responsiveness, where the students are allowed to bring themselves and bring their cultures into the classroom, and then be able to make sense of the math. With that in mind though, teachers can be thinking about looking at, say, a new unit of study or a task they're going to work on and think about, ‘How do I open up the space within this task, within this unit, for that student voice to come in, for students to be able to make those connections?' So the teacher is really opening the space versus making the connections, right? They're opening the space so that the students can be making those connections.  Mike: So I love this idea of opening space. And I think I want to unpack this idea and just try it on. Is it fair to say that opening space, to some degree, is about two things? Part one is: How do I allow space for my students' lived experiences and their cultural background, and those pieces to kind of come into the, the work? And then part two is: How do I open space in a task that may actually funnel student thinking or constrict the opportunity for kids to share their thinking? Am I thinking about that appropriately, Corey?  Corey: Yeah, I think that's right. I think you open space for student voice. But you open space in ways … a main way that you would open space is by not overly directing, not overly restricting what that space is. So if I'm going to pose a task, I'm going to look for opportunities to bring in student voice and opportunities for students sense-making throughout that task. So I'm going to launch that task by asking students, ‘What is this context about? What does this make you think about? Can you connect this to other things you know?' And then we're going to launch the task and we're going to get into the mathematics. And again, and I, as a teacher, am not going to be directing a particular way to solve a problem, a particular way to think about it. But again, opening up the space for students to make those connections, for students to make sense of the mathematics, and then providing opportunities for them to share and learn from each other. It's not a free for all though, right? It's not just bring in whatever you're thinking about, right? My goal as the teacher is to open that space and then facilitate those connections so that they really lead to the kind of sense-making that all students need.  Mike: Thanks for that. You know, I actually want to shift gears a little bit because it was interesting as you described the continuum … you also were kind of talking about the idea that we could consider, like, a series of steps that we deemed—or you deemed—anti-racist. And you talked about those in, in relation to, kind of, systems that exist. Can you say more about that? Just talk a little bit more about the types of systems that we might be talking about when we're talking about taking an anti-racist stance.  Corey: Yeah, absolutely. I think the two that come to mind right away are two that you mentioned, right? One is our around curriculum, and one is around assessment. And those are really tightly intertwined, right? So we have a curriculum that not only provides a set of standards, but provides a particular order and a particular path through which we think all students should reach the set of ideas that are represented in the standards. And in order to provide opportunities for all students, we need to think more broadly about that. We need to really think about, ‘What are the big ideas? What are those goals? And how do we provide opportunities for all students to reach those goals?' … recognizing that what we know about student progressions and the way students get there have mostly been built on the progressions, honestly, of white, middle-class children.  Mike: Hm. Corey: And so there's a lot we don't know, and it requires us to open up spaces. And I think assessment is probably the biggest.  Mike: Yeah. Talk about that please.  Corey: Yeah. So assessments are set up to label and categorize students, which is kind of inherently problematic. And I think even more problematic is that assessments and the assessment systems we have built tend to focus our attention on what students don't know, on what students can't do, right? So if we think about the various labels and categories we have for children, they're often around, ‘Well, they can't do this yet' or ‘They haven't learned that yet,' versus what is it that students can do? What do they understand? What are they bringing to the classroom? You know, I always tell pre-service teachers, like, something we know about learning is that new learning is connected to prior understandings. You don't learn new things in a vacuum. So if we don't know what students already understand, what they already can do, how are we going to help them learn new things? What are we going to connect it to? I can't connect new learning to the fact that you don't know X, Y, or Z. I can connect it to the idea that you do know this set of things, and I can help you build on that and learn the next set. And to me, that is a critical shift that we would need to make to really have a less racist, less oppressive education system.  Mike: Mm. Yeah. Can you just expand on that vision a little bit, Corey? I'm still really resonating with two things. One, we learn new things when we connect it to prior knowledge. And two, the whole design of the system—and really kind of the intent, for lack of a better word—this is really to kind of categorize what don't you know. And to label that very, very specifically.  Corey: Yeah.  Mike: As opposed to a different kind of intent, which is: What do you, in fact, understand?  Corey: Yes. And it starts with, we think about math tests we may have taken in the past, right? The focus was always on was the answer right or wrong? And when the answer was wrong, there was an assumption: ‘You don't know this. You don't understand this.' And that's how you got grouped or labeled or categorized. And we still do that to students. Versus looking at a piece of student work. You don't want to forget whether the answer in the end is quote, unquote ‘right' or ‘wrong.' But what I really want to look at is how is a student thinking about a problem? How is a student making sense of this problem? What are the ideas and understandings they're bringing to this work so that I know what to build on next.  Mike: Absolutely.  Corey: And so focusing much less on right or wrong. And here's where I think curriculum and assessment are intertwined. Because when we set things up as here's the endpoint, here's the standard we're trying to reach, right, that leads us to saying, ‘Yes, they got it' or ‘No, they did not.' Versus what's the path, what's the pathway they're taking? What are the understandings they're building along the way?  Mike: So I'm imagining either a single teacher looking at their students' work, or perhaps a team of teachers who are looking at it … it's an entirely different kind of conversation, right? Like it's almost an entirely different process of, I've got—I'm thinking old school—I've got students' paper work in front of me … Corey: Sure. Mike: … I'm looking at it. I'm almost kind of thinking to myself, ‘For someone who's new to this idea, what might that look like if you and I, and a couple colleagues were sitting together, looking at our students work?' What does that conversation sound like?  Corey: And how great would that be, right?  Mike: It'd be amazing.  Corey: We have these kind of data meetings and things like this in schools. But so often we're looking at printouts from standardized tests. Mike: Right. Corey: … that don't really to give us insight into the thing we would pay attention to if we sat around a table, looking at student work, is ‘What do you think this student was thinking about? Oh, and where did they get that 10 from? Oh, I see they broke this number up this way. So that shows me they understand some things about place value. They understand something about the structure of numbers. I can see that here, they had a really interesting strategy, but they just miscounted at the end.' So I'm thinking, ‘This show's really rich understanding.' And so we could have those kinds of conversations. Mike: And those things are actionable, too, right?  Corey: Absolutely.  Mike: I, I mean, that's the challenge of having sat in so many data meetings is, like, what's actionable about what you're looking at?  Corey: Exactly. Mike: It's really hard when you're actually trying to get into students' heads and think about their thinking. You, as a teacher, you have some agency, you can do something. So it's, it's like, wow, that's really powerful.  Corey: Yeah. It just lends itself to this next idea. OK, if I know that this is what this student is thinking about, and maybe this group of students is thinking about it this way, and this group is thinking that way, it supports also this idea of, like, teaching is inquiry, right? Because what we always want to do, we don't have the magic next step. But we could look at a piece of student work and say, ‘Huh, I wonder what would happen if I posed this problem next? Or what if I changed the numbers in this problem? Would I still see this kind of thinking?' And that's what we want teachers to be doing to support student learning. To say, ‘Here's what I see happening. Let me try this problem next and see what happens' And building that pathway for a student over time.  Mike: Which to me, actually, the connection I think I'm making is, that's actually almost like a generative path, right? In some ways that leads us right back to what you said at the beginning, which is, ‘What's the role of the teacher when they're trying to provide a culturally relevant experience?'  Corey: Absolutely.  Mike: It's like, this is the pathway to get there.  Corey: Yes.  Mike: Yeah. That makes a ton of sense. Um, well, before we leave things, Corey, I guess the last question I wanted to ask is: If I'm a teacher who's new to this conversation or new to thinking about these ideas, do you have any references that you might share with folks? Things that would help them kind of continue to think about this, continue to think about how it shows up in their classroom? Is there anything you'd recommend?  Corey: Yeah, absolutely. There are so many great resources out there right now. I think the main problem is making sure we have time and space to be able to, to learn from the great work that's happening out there. I would say a book that's been really influential for me recently is actually in English language arts. But it's by Gholdy E. Muhammad and is called ‘Cultivating Genius.' And she talks about what it would look like to build a historically and culturally relevant curriculum in ELA. And I think there are a lot of parallels with math. We've also been reading lately, ‘Choosing to See,' by, um, Pam Seda and Kyndall Brown. And I think that has very actionable steps. It's really written in a way that teachers, either on their own or in a small group, could take it up and really think about some of these ideas shifting. It's these small shifts in curriculum and assessment, and just our orientation to children, that really makes such a big difference for the experiences of students. Mike: Totally agreed. I read that and just felt like, ‘If I'm a teacher, I can do something with this tomorrow.'  Corey: Yes, yes, absolutely.  Mike: Absolutely. Definitely. The other one that jumps out for me, and I'm wondering if you add some commentary, is just, ‘Smarter Together,' which has been around for a while.  Corey: Yeah.  Mike: But has got some really powerful work inside it as well.  Corey: Absolutely. So ‘Smarter Together' really helps us think about—within groups of students— thinking about status and privilege and how teachers can really bring to the forefront and, and hold up the different ways in which students are smart in mathematics. And I think that's a really important shift, which is that all students are brilliant, right? And it's taking that as a fundamental tenant and saying, ‘The ways we've tended to think about what it means to be smart in math have been so narrow. They've been about being fast with your facts. Or being able to memorize things.' When really, the range of ways in which you can be and need to be smart in math are so much broader than that. And so, ‘Smarter Together' really helps us think about, ‘What are the range of skills and knowledge and interests that students would need to bring to really do well in mathematics?'  Mike: Sounds like we have another podcast on our hands.  Corey: Love it.  Mike: ( laughs ) Thanks so much, Corey.  Corey: Yep. Mike: It was great to have you on the podcast.  Corey: Thank you.  Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability. © 2022 The Math Learning Center | www.mathlearningcenter.org

I began the podcasts for parents at the start of the quarantine when I wanted to support parents as they worked with their children learning at home. I described the role for parents as a learning coach rather than teacher.  Our guest for this podcast, Dr Hilary Kreisberg has written two books around parents being partners with schools in generating students' success in math. She offers action parents as coaches and advocates can take. Find Hilary on Twitter: @Dr_Kreisberg Visit the Center for Mathematics Achievement website.  Find Hilary's Book, "Partnering with Parents in Elementary Math" here. Find Hilary's book, "Adding Parents to the Equations: Understanding Your Child's Elementary Math" here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!  

Each of you listening to this podcast have different goals for your professional development.  You have different things you are wanting to read about to help your students next year have an even better math experience in your classroom. So I've compiled a bunch of different lists on Amazon so you can choose from books for specific areas you want to focus on. Come check out Episode #143 where I share my summer reading lists for elementary math teachers for 2022.

Most elementary teachers have dealt with parent questions and concerns about math instruction. Some teachers have been the parent raising those concerns with their child's teacher. Hilary Kreisberg, the Director at the Center for Mathematics Achievement at Lesley University, and the author of, "Partnering with Parents in Elementary Math," shares findings from interviews with parents and provides actions teachers can take to support parents in feeling helpful, intelligent, confident, and familiar around their child's math learning. Find Hilary on Twitter: @Dr_Kreisberg Visit the Center for Mathematics Achievement website.  Find Hilary's Book, "Partnering with Parents in Elementary Math" here.

Dr. Nicki Newton and Ann Elise Record are back! They each have their own lists of the best ways for students to practice problem solving and they collaborate to create one essential top ten list. Dr. Nicki and Ann Elise are so fun and knowledgeable. They share amazing resources for math teachers.  

When parents were interviewed about math instruction in school, the four most frequent words that arose were intimidated, frustrated, worried, and confused. The author who conducted those interviews, Dr. Hilary Kreisberg, explores what school leaders can do to support teachers changing those parent concerns. Hilary is the author of "Partnering with Parents in Elementary Math" and "Adding Parents to the Equation: Understanding Your Child's Elementary School Math." Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

In this episode, Melissa chats with Libo Valencia, a high school/college math educator who incorporates math play into his instruction. K-12 teachers will be inspired by Libo's creativity and enthusiasm.

This week, Zach is joined by Andrea Mahr, Beth Benavides, and John Tyler to address six common misconceptions about self pacing and self-paced classes. Outline and Show Notes Get to know Andrea, Beth, and John Andrea and Beth's previous MCP Podcast episode: Elementary Math (https://podcast.modernclassrooms.org/76) Kareem on the Cult of Pedagogy podcast Everything you need to know about building a great screencast video (https://www.cultofpedagogy.com/screencast-videos/) How to create a self-paced classroom (https://www.cultofpedagogy.com/self-paced-how-to/) Setting up mastery-based grading in your classroom (https://podcasts.apple.com/us/podcast/165-setting-up-mastery-based-grading-in-your-classroom/id900015782?i=1000511976657) Misconception: Self-paced classes have no deadlines Misconception: Kids do whatever they want in self-paced classes Misconception: Teachers don't teach in self-paced classes Misconception: Self-paced classes never have any full-group collaborative activities MCP Podcast episode on full-group collaborative activities: Planning for Collaboration in a Modern Classroom (https://podcast.modernclassrooms.org/10) Blooket (https://www.blooket.com/) Gimkit (https://www.gimkit.com/) Misconception: Students lack the skills to self pace effectively Misconception: Students can never collaborate since they're working on different things Connect with Andrea, Beth, and John Connect with John by email (mailto:john.tyler@modernclassrooms.org) and on Facebook (https://www.facebook.com/profile.php?id=100007430710418) Connect with Beth by email (mailto:elizabeth.benavides@modernclassrooms.org) and on Facebook (https://www.facebook.com/groups/460285347875074/user/500513699/) Connect with Andrea by email (mailto:andrea.l.mahr@gmail.com) and on Facebook (https://www.facebook.com/groups/460285347875074/user/1595700020/) Contact us, follow us online, and learn more: Email us questions and feedback at: podcast@modernclassrooms.org (mailto:podcast@modernclassrooms.org) Send us an audio note (https://docs.google.com/forms/d/e/1FAIpQLSffmqSsaaU7M0MTXowApIOt-wace2tD6LPct73oEQOlaFp4vQ/viewform?usp=sf_link) and we'll include it on a future episode! Modern Classrooms: @modernclassproj (https://twitter.com/modernclassproj) on Twitter and facebook.com/modernclassproj (https://www.facebook.com/modernclassproj) (remember you can tweet us questions by using the hashtag #askMCP) Kareem: @kareemfarah23 (https://twitter.com/kareemfarah23) on Twitter Toni Rose: @classroomflex (https://twitter.com/classroomflex) on Twitter and Instagram (https://www.instagram.com/classroomflex/?hl=en) The Modern Classroom Project (https://www.modernclassrooms.org) Modern Classrooms Online Course (https://learn.modernclassrooms.org) Take our free online course, or sign up for our mentorship program to receive personalized guidance from a Modern Classrooms mentor as you implement your own modern classroom! The Modern Classrooms Podcast is edited by Zach Diamond: @zpdiamond (https://twitter.com/zpdiamond) on Twitter and Learning to Teach (https://www.learningtoteach.co/)

Math fact fluency is an important part of your math instruction. Greg Coleman from Mr. Elementary Math walks us through the three stages needed to achieve automaticity. He shares some great ideas about understanding which stage your students are in so you can give them the activities they need. He also has a freebie to share! GREG'S FREEBIE: https://mrk5math.com/multiplicationfreebie BECOME A PATRON, FOLLOW US ON SOCIAL, AND MORE: create-abilities.com/afterthebell