Podcasts about Mathematics

Anthropic confidentially filed for an IPO that could come as soon as this fall, joining SpaceX and OpenAI in a $4T listing parade. Anthropic expands Mythos access to 15+ countries, Alphabet raises $80B for AI spending, and mathematicians publish a warning declaration on AI. Anthropic says it has confidentially filed for an IPO, which could happen as soon as this fall, joining OpenAI and SpaceX in preparing to go public in 2026 (NYT) Anthropic says it will extend Project Glasswing to organizations in 15+ countries, sources say giving Mythos access to Five Eyes, NATO, Samsung, SK, and others (FT) Alphabet is raising $80B through equity offerings, including a $10B investment deal with Berkshire, to fund AI spending, in one of the largest equity deals ever (Bloomberg) Sixteen mathematicians publish the Leiden Declaration on AI and Mathematics to warn of potential threats to the field, such as around accuracy and reliability (NYT) Learn more about your ad choices. Visit megaphone.fm/adchoices

Common But Not Normal: Treating Pelvic Organ Prolapse Maintaining an active lifestyle is vital for healthy aging, but conditions like pelvic organ prolapse can abruptly isolate individuals and disrupt daily life. This condition occurs when weakened pelvic floor muscles can no longer support surrounding organs, leading to symptoms like bladder leakage, bowel difficulties, and physical discomfort. Our experts debunk common misconceptions, offer treatment options, and emphasize the importance of pelvic health awareness. Guests: Dr. Savitha Krishnan, urogynecologist, El Camino Health Jane, prolapse patient   Astrology Pt.2: Is Your Health And Success Written In The Stars? Though astrology was removed from academia in the 17th century, the ancient practice has experienced a massive modern resurgence. Data shows that public belief in its scientific merit has remained steady since the 1980s. This segment explores the enduring cultural power of astrology, the varying definitions of what makes something "Scientific," and why millions of people still rely on the stars. Guests:  Neda Farr, celebrity astrologer, creator, Starcrossed App Steven Vanden Broecke, Ph.D., professor of history of science, Ghent University Facebook: ingoodhealthpodX: @ ingoodhealthpodIG: @ingoodhealthpodYouTube: @ingoodhealthpodSpotify Apple Podcast In Good Health PodcastSubscribed to the newsletterFull ArchiveContact UsBecome an Affiliate Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Astrology Pt.2: Is Your Health And Success Written In The Stars? Though astrology was removed from academia in the 17th century, the ancient practice has experienced a massive modern resurgence. Data shows that public belief in its scientific merit has remained steady since the 1980s. This segment explores the enduring cultural power of astrology, the varying definitions of what makes something "Scientific," and why millions of people still rely on the stars. Guests:  Neda Farr, celebrity astrologer, creator, Starcrossed App Steven Vanden Broecke, Ph.D., professor of history of science, Ghent University Host: Greg Johnson Producer: Kristen Farrah. Facebook: ingoodhealthpodX: @ ingoodhealthpodIG: @ingoodhealthpodYouTube: @ingoodhealthpodSpotify Apple Podcast In Good Health PodcastSubscribed to the newsletterFull ArchiveContact UsBecome an Affiliate Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

In this episode of ACM ByteCast, Rashmi Mohan hosts 2025 ACM Fellow Cynthia Rudin, the Gilbert, Louis, and Edward Lehrman Distinguished Professor of Computer Science, Electrical and Computer Engineering, Statistical Science, Mathematics, and Biostatistics and Bioinformatics at Duke University, where she leads the Interpretable Machine Learning Lab. Her lab, which seeks to design predictive ML models that people can understand, focuses on areas including healthcare, criminal justice, and energy reliability. Among her honors, she has received the Squirrel Award for Artificial Intelligence from the Association for the Advancement of Artificial Intelligence (AAAI), as well as the IJCAI John McCarthy Award. Rudin was recently named an ACM Fellow for contributions to and leadership in interpretable machine learning and societal applications. In the interview, Cynthia clarifies the crucial distinction between "interpretable" and “explainable" AI and makes the argument that true interpretability is foundational to trustworthy, ethical AI. She shares her extensive field experience collaborating with Con Edison engineers on power grid maintenance, neurologists on medical diagnostics, and the Cambridge Police Department on crime series detection, countering the widespread industry myth that AI performance must be sacrificed for transparency. She describes an innovative paradigm her lab developed to solve the "interaction bottleneck" between data scientists and domain experts, leveraging "Rashomon sets" to generate millions of equally accurate models simultaneously, using human-computer interaction (HCI) tools to create visual, encyclopedia-like interfaces.

On this interview of 518 Raising Stars with H Bosh Jr. Deacon Elijah "Eli" Jackson shares his journey as a standout student-athlete, community leader, and graduating senior earning both his diploma and associate's degree in Mathematics and Science while inspiring others though leadership, faith , and service.

Maynooth University's (MU) has announced the launch of 25 new Faculty of Science & Engineering (FSE) ARDÚ Doctoral Scholarships, marking a major investment in the next generation of research talent and innovation. The FSE ARDÚ Doctoral Scholarships will support 25 PhD research students across three of the University's Research Beacons: Data Science and Digital Transformation, Health and Wellbeing, and Sustainability and Climate Change. The scholarships will fund cutting-edge research projects spanning areas such as health and disease, AI-driven healthcare analytics, and the molecular understanding of advanced materials. MU's FSE has a strong track record of delivering research that combines fundamental discovery with real-world impact. Across the faculty, researchers are addressing major challenges in health, sustainability, and digital transformation through collaborative research. By bringing together expertise from across disciplines, the ARDÚ programme will give doctoral research students the opportunity to work in a dynamic and supportive research environment while contributing to internationally recognised research. The programme reflects the faculty's strengths in computational and data science, advanced materials and physical sciences, and health, psychology, and human-centred research, supporting interdisciplinary approaches to complex real-world challenges. Each scholarship includes: Student stipend: €25,000 per annum Annual tuition fees Full-time Programme Fully funded for up to 4 Years Professor Paul Moynagh, Dean of the Faculty of Science & Engineering at MU, said: "The Faculty of Science & Engineering ARDÚ Doctoral Scholarships demonstrate Maynooth University's commitment to support of research in the Sciences and Engineering. They also provide exciting opportunities for early-stage scientists and engineers to pursue a research PhD under the supervision of world-class researchers who are making significant contributions to addressing some of the major challenges we face today." Dr Robert Elmes, Faculty of Science & Engineering Associate Dean for Research & Engagement at MU, added: "ARDÚ is a really positive development for the faculty and for the researchers who will join us through these scholarships. The projects reflect the breadth of excellent research taking place across Science and Engineering at Maynooth, while also creating space for new ideas, new collaborations and new researchers to develop. We are very much looking forward to welcoming the successful students and supporting them as they build their research careers." For more information visit: https://www.maynoothuniversity.ie/graduate-research-academy/scholarships-funding/ardu-scholarships About Maynooth University One of four constituent universities of the National University of Ireland, Maynooth University traces its origins to the foundation of the Royal College of St Patrick in 1795. It was formally established as an autonomous university in 1997. Maynooth University is one of Ireland's fastest growing universities with more than 17,000 students, including over 2,500 postgraduates. Maynooth University Faculty of Science & Engineering The Faculty of Science and Engineering comprises the departments of Biology, Chemistry, Computer Science, Electronic Engineering, Mathematics and Statistics, Physics, Psychology, Sport Science and Nutrition, and the School of Nursing. The role of the faculty is to coordinate the academic activities of individual departments, to oversee the strategic development of departments, and to support interdepartmental and interdisciplinary activities and programmes. See more breaking stories here.

What if EVERYTHING you've been taught about science, consciousness, and even your own thoughts…is incomplete? In this episode of Mayim Bialik's Breakdown, Robert Edward Grant (renowned polymath, inventor, entrepreneur, mathematician, philosopher, host of the series Code X on Gaia.com) pulls back the veil on reality itself, revealing why millions are feeling an intense shift right now as humanity crosses into the Age of Aquarius. This isn't just spiritual talk - it's a radical fusion of math, physics, ancient wisdom, and consciousness that will leave you questioning everything. Why are so many people experiencing massive life transitions right now? Is the universe actually NOT material? Are your thoughts even happening inside your brain, or somewhere else entirely? We go deep into the hidden patterns that connect numerology, astrology, mythology, and sacred geometry, uncovering why music is literally “the geometry we hear” and how math might be the source code of reality itself. Robert shares his shocking personal journey, from Big Pharma CEO to spiritual seeker, and how repeated betrayal led him to one profound realization: You are here to learn unconditional love. Discover why what you judge is exactly what you attract, why he believes everyone must go through narcissism as part of their evolution, and whether ancient civilizations like Egypt, and even Leonardo da Vinci, have known secrets about higher-dimensional geometry that we're only now rediscovering. Robert breaks down: - What if the brain isn't a storage device, but an antenna tuning into a non-local field of consciousness? - Are there hidden codes embedded in da Vinci's art? - What is the Akashic field, and could all memory (past, present, and future) exist in an invisible infrasonic frequency field connecting Earth, the sun, and human thought? - If reality is a simulation, what happens when you become lucid inside it? - Why science and spirituality are not opposites, but the same language - How all disciplines (math, biology, psychology, physics, philosophy) are just different lenses of one truth - Deeper meaning behind the most popular song the week you were born - Why prime factorization is the foundation of encryption, and possibly reality itself - His belief that God is still learning and evolving - Why he doesn't fear “dark people”, only those who deny their darkness - How much of your life is actually predestined - Why polymaths appear on the walls of the Vatican - Mystery behind his favorite number, 137 His ultimate message? You don't need a guru. You don't need AI. You don't need religion. Everything you're searching for is already within you. If you're ready to rethink reality, consciousness, and your place in the universe, this is the conversation you've been waiting for. Robert Edward Grant's Code X series on Gaia: ⁠https://robertedwardgrant.com/code-x/⁠ The Architect AI by Robert Edward Grant is also available on Gaia: ⁠https://www.gaia.com/video/architect-a-companion-tool-for-expansion⁠ Gaia's Ancient Civilizations Conference: ⁠https://marketplace.gaia.com/products/ancient-civilizations-conference-2026?srsltid=AfmBOop1lbk9d7u5RoGKruBnuMV3OMnP6pZahL1AXhkIVVCKtq2Sp55L⁠ Follow us on Substack for Exclusive Bonus Content: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://bialikbreakdown.substack.com/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠BialikBreakdown.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠YouTube.com/mayimbialik⁠⁠⁠ Learn more about your ad choices. Visit megaphone.fm/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

What if EVERYTHING you've been taught about science, consciousness, and even your own thoughts…is incomplete? In this episode of Mayim Bialik's Breakdown, Robert Edward Grant (renowned polymath, inventor, entrepreneur, mathematician, philosopher, host of the series Code X on Gaia.com) pulls back the veil on reality itself, revealing why millions are feeling an intense shift right now as humanity crosses into the Age of Aquarius. This isn't just spiritual talk - it's a radical fusion of math, physics, ancient wisdom, and consciousness that will leave you questioning everything. Why are so many people experiencing massive life transitions right now? Is the universe actually NOT material? Are your thoughts even happening inside your brain, or somewhere else entirely? We go deep into the hidden patterns that connect numerology, astrology, mythology, and sacred geometry, uncovering why music is literally “the geometry we hear” and how math might be the source code of reality itself. Robert shares his shocking personal journey, from Big Pharma CEO to spiritual seeker, and how repeated betrayal led him to one profound realization: You are here to learn unconditional love. Discover why what you judge is exactly what you attract, why he believes everyone must go through narcissism as part of their evolution, and whether ancient civilizations like Egypt, and even Leonardo da Vinci, have known secrets about higher-dimensional geometry that we're only now rediscovering. Robert breaks down: - What if the brain isn't a storage device, but an antenna tuning into a non-local field of consciousness? - Are there hidden codes embedded in da Vinci's art? - What is the Akashic field, and could all memory (past, present, and future) exist in an invisible infrasonic frequency field connecting Earth, the sun, and human thought? - If reality is a simulation, what happens when you become lucid inside it? - Why science and spirituality are not opposites, but the same language - How all disciplines (math, biology, psychology, physics, philosophy) are just different lenses of one truth - Deeper meaning behind the most popular song the week you were born - Why prime factorization is the foundation of encryption, and possibly reality itself - His belief that God is still learning and evolving - Why he doesn't fear “dark people”, only those who deny their darkness - How much of your life is actually predestined - Why polymaths appear on the walls of the Vatican - Mystery behind his favorite number, 137 His ultimate message? You don't need a guru. You don't need AI. You don't need religion. Everything you're searching for is already within you. If you're ready to rethink reality, consciousness, and your place in the universe, this is the conversation you've been waiting for. Robert Edward Grant's Code X series on Gaia: https://robertedwardgrant.com/code-x/ The Architect AI by Robert Edward Grant is also available on Gaia: https://www.gaia.com/video/architect-a-companion-tool-for-expansion Gaia's Ancient Civilizations Conference: https://marketplace.gaia.com/products/ancient-civilizations-conference-2026?srsltid=AfmBOop1lbk9d7u5RoGKruBnuMV3OMnP6pZahL1AXhkIVVCKtq2Sp55L Get 15% off + a FREE bottle of MassZymes ($20 value) when you go to https://bioptimizers.com/breaker and use code BREAKER. Limited-time offer, only available through this link (not on Amazon or in stores). Grab it while it lasts. Machine Washable Rugs, Made Better. For a limited time only, our listeners get 10% off + free shipping at https://www.tumbleliving.com/BREAK #Tumble #adhd Text BREAKDOWN to 64000 to get 20% off all IQBAR products, plus FREE shipping. Message and data rates may apply. Start your new morning ritual & get up to 43% off your @MUDWTR with code BREAK at https://mudwtr.com/BREAK ! #mudwtrpod Follow us on Substack for Exclusive Bonus Content: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://bialikbreakdown.substack.com/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠BialikBreakdown.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠YouTube.com/mayimbialik⁠⁠⁠ Learn more about your ad choices. Visit megaphone.fm/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Astrology: Can This Ancient Practice Impact Your Life? Astrology is an ancient practice that's been in and out of popularity for centuries. Believers use this pseudoscience as a way to find structure and purpose in the chaos of life. Our experts explain how astrology has lasted the test of time and how it could advise your life in different areas, such as love and success. Guests: Neda Farr, celebrity astrologer, creator, Starcrossed App Steven Vanden Broecke, Ph.D., professor of history of science, Ghent University   Q-Tips, Ear Candling, And Everything You Need To Know About Earwax All of that time you spend digging earwax out of your ear isn't just a waste of time, but can be damaging your health. Earwax is a self-cleaning substance that protects our ears from infection and debris. Dr. Andrew Tagg explains the wax's various roles and when to know when you truly need a cleaning. Guest: Dr. Andrew Tagg, pediatric emergency physician, associate professor, University of Melbourne, co-founder, Don't Forget The Bubbles Facebook: ingoodhealthpodX: @ ingoodhealthpodIG: @ingoodhealthpodYouTube: @ingoodhealthpodSpotify Apple Podcast In Good Health PodcastSubscribed to the newsletterFull ArchiveContact UsBecome an Affiliate Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

This episode explores how AI, specifically OpenAI's recent breakthrough in solving an 80-year-old math conjecture, is transforming the field of mathematics. Featuring insights from Professor Daniel Litt, the discussion covers the implications of AI in mathematical research, the value of human verification, and the future of mathematical practice.Key topicsAI solving long-standing mathematical problemsThe role of human verification in AI-generated proofsImplications of AI breakthroughs in discrete geometryThe future of mathematical research with AINumber theory and algebraic constructions in AI discoveriesChapters00:00 Introduction to the Conjecture and Its Significance01:15 Understanding the Erdős Problem04:34 The Role of AI in Solving Mathematical Problems09:17 The Implications of AI in Mathematics10:32 AI vs Human Mathematicians: A Comparative Analysis17:20 Standards for AI-Generated Proofs21:10 Corporate Interests in Mathematical Research24:42 The Future of Mathematics and AI27:50 Final Thoughts on AI and Mathematics31:37 Revolutionizing Mathematics: AI's Breakthrough in Discrete Geometry37:37 Exploring the Implications: AI and the Future of Mathematics38:03 The Role of AI in Mathematics39:23 Human Value in the Age of AIFollow Daniel Litt onX (https://x.com/maiasz) Website (https://daniellitt.com)Follow Breaking Math onSubstack (https://breakingmath.substack.com/)X (https://x.com/breakingmathpod)Instagram (https://www.instagram.com/breakingmathmedia/)Bluesky (https://bsky.app/profile/breakingmath.bsky.social)Website (https://www.breakingmath.io/)YouTube (https://www.youtube.com/@BreakingMathPod)Follow Noah onInstagram (https://www.instagram.com/profnoahgian/)X (https://x.com/ProfNoahGian)Bluesky (https://bsky.app/profile/profnoahgian.bsky.social)Follow Autumn onX (https://x.com/1autumn_leaf)Bluesky (https://bsky.app/profile/1autumnleaf.bsky.social)Instagram (https://www.instagram.com/1autumnleaf/)Substack (https://substack.com/@1autumnleaf)email: breakingmathpodcast@gmail.com

Astrology: Can This Ancient Practice Impact Your Life? Astrology is an ancient practice that's been in and out of popularity for centuries. Believers use this pseudoscience as a way to find structure and purpose in the chaos of life. Our experts this week explain how astrology has lasted the test of time and how it could advise your life in different areas, such as love and success. Guests: Neda Farr, celebrity astrologer, creator, Starcrossed App, Steven Vanden Broecke, Ph.D., professor of history of science, Ghent University Host and producer: Kristen Farrah Facebook: ingoodhealthpodX: @ ingoodhealthpodIG: @ingoodhealthpodYouTube: @ingoodhealthpodSpotify Apple Podcast In Good Health PodcastSubscribed to the newsletterFull ArchiveContact UsBecome an Affiliate Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Guest: Jordan Moore, User Experience Librarian at the Georgia Tech Library. First broadcast May 22 2026. Playlist "We're getting down in the weeds."

Dr. Jenny Bay-Williams, Productive Ways to Build Fluency with Basic Facts ROUNDING UP: SEASON 4 | EPISODE 18 This summer we're replaying favorite listener episodes from the first four seasons of Rounding Up—like this one from Season 1. We'll return with all new episodes in early September. Ensuring students master their basic facts remains a shared goal among parents and educators. That said, many educators wonder what should replace the memorization drills that cause so much harm to their students' math identities. Today on the podcast, Jenny Bay-Williams talks about how to meet that goal and shares a set of productive practices that also support student reasoning and sensemaking.  BIOGRAPHY Jennifer Bay-Williams is a professor of mathematics education at the University of Louisville. She has authored over 40 books and 100 journal articles and book chapters that focus on making mathematics meaningful to all students. She is an international leader in the field of mathematics education, frequently speaking at state, national, and international conferences and serving on national boards.  RESOURCES "Eight Unproductive Practices in Developing Fact Fluency" article by Gina Kling and Jennifer M. Bay-Williams Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention book by Jennifer M. Bay-Williams and Gina Kling Math Fact Fluency companion website by Kentucky Center for Mathematics TRANSCRIPT Mike Wallus: Welcome to the podcast, Jenny. We are excited to have you.  Jennifer Bay-Williams: Well, thank you for inviting me. I'm thrilled to be here and excited to be talking about basic facts.  Mike: Awesome. Let's jump in. So, your recommendations start with an emphasis on reasoning. I wonder if we could start by just having you talk about the why behind your recommendation and a little bit about what an emphasis on reasoning looks like in an elementary classroom when you're thinking about basic facts.  Jenny: All right, well, I'm going to start with a little bit of a snarky response: that the non-reasoning approach doesn't work.  Mike and Jenny: (laugh)  Jenny: OK. So, one reason to move to reasoning is that memorization doesn't work. Drill doesn't work for most people. But the reason to focus on reasoning with basic facts beyond that fact, is that the reasoning strategies grow to strategies that can be used beyond basic facts. So, if you take something like the making 10 idea—that 9 plus 6, you can move one over and you have 10 plus 5—is a beautiful strategy for a 99 plus 35. So, you teach the reasoning upfront from the beginning, and it sets students up for success later on.  Mike: That absolutely makes sense. So, you talk about the difference between telling a strategy and explicit instruction. And I raise this because I suspect that some people might struggle to think about how those are different. Could you describe what explicit instruction looks like and maybe share an example with listeners?  Jenny: Absolutely. First of all, I like to use the whole phrase: "explicit strategy instruction." So, what you're trying to do is have that strategy be explicit, noticeable, visible. So, for example, if you're going to do the making 10 strategy we just talked about, you might have two 10-frames. One of them is filled with nine counters, and one of them is filled with six counters. And students can see that moving one counter over is the same quantity. So, they're seeing this flexibility that you can move numbers around, and you end up with the same sum. So, you're just making that idea explicit and then helping them generalize. You change the problems up and then they come back and they're like, "Oh, hey, we can always move some over to make a ten"—or a twenty, or a thirty, or whatever you're working on. And so, I feel like, in using the counters, or they could be stacking Unifix cubes or things like that. That's the explicit instruction. It's concrete.  And then, if you need to be even more explicit, you ask students in the end to summarize the pattern that they noticed across the three or four problems that they solved. "Oh, that you take the bigger number, and then you go ahead and complete a ten to make it easier to add." And then, that's how you're really bringing those ideas out into the community to talk about.  For multiplication, I'm just going to contrast. Let's say we're doing [the] add a group strategy with multiplication. If you were going to do direct instruction, and you're doing 6 times 8, you might say, "All right, so when you see a six," then a direct instruction would be like, "Take that first number and just assume it's a five." So then, "Five eights is how much? Write that down." That's direct instruction. You're like, "Here, do this step. Here, do this step. Here, do this step." The explicit strategy instruction would have, for example—I like, for eights, boxes of crayons because they oftentimes come in eights. So, but they'd have five boxes of crayons and then one more box of crayons. So, they could see you've got five boxes of crayons. They know that fact is 40, they—if they're working on their sixes, they should know their fives. And so, then what would one more group be about?  So, just helping them see that with multiplication through visuals, you're adding on one group, not one more, but one group. So, they see that through the visuals that they're doing or through arrays or things like that. So, it's about them seeing the number of relationships and not being told what the steps are.  Mike: And it strikes me, too, Jenny, that the role of the teacher in those two scenarios is pretty different.  Jenny: Very different. Because the teacher is working very hard (chuckles) with the explicit strategy instruction to have the visuals that really highlight the strategy. Maybe it's the colors of the dots or the exact 10-frames they've picked and have they filled them or whether they choose to use the Unifix cubes and how they're going to color them and things like that. So, they're doing a lot of thinking to make that pattern noticeable, visible. As opposed to just saying, "Do this first, do that second, do that third." Mike: I love the way that you said that you're doing a lot of thinking and work as a teacher to make a pattern noticeable. That's powerful, and it really is a stark contrast to, "Let me just tell you what to do."  I'd love to shift a little bit and ask you about another piece of your work. So, you advocate for teaching facts in an order that stresses relationships rather than simply teaching them in order. I'm wondering if you can tell me a little bit more about how relationships-based instruction has an impact on student thinking.  Jenny: So, we want every student to enact the reasoning strategies. So, I'm going to go back to addition, for example. And I'm going to switch over to the strategy that I call "pretend-to-10", also called "use 10" or "compensation." But if you're going to set them up for using that strategy, there's a lot of steps to think through. So, if you're doing 9 plus 5, then in the pretend-to-10 strategy, you just pretend that 9 is a 10. So now you've got 10 plus 5 and then you've got to compensate in the end. You've got to fix your answer because it's 1 too much. And so, you've got to come back 1. That's some thinking. Those are some steps. So, what you want is to have the students automatic with certain things so that they're set up for that task. So, for that strategy, they need to be able to add a number onto 10 without much thought.  Otherwise, the strategy is not useful. The strategy is useful when they already know 10 plus 5. So, you teach them this, you teach them that relationship—10 and some more—and then they know that 9's 1 less than 10. That relationship is hugely important, knowing 9 is 1 less than 10. And so then they know their answer has to be 1 less. 9's 1 less than 10. So, 9 plus a number is 1 less than 10 plus the number. Huge idea.  And there's been a lot of research done in kindergarten on students understanding things like 7's 1 more than 6, 7's 1 less than 8. And they're predictive studies looking at student achievement in first grade, second grade, third grade. And students—it turns out that one of the biggest predictors of success is students understanding those number relationships. That 1 more, 1 less, 2 more, 2 less. Hugely important in doing the number sense.  So that's what the relationship piece is, is sequencing facts so that what is going to be needed for the next thing they're going to do, the thinking that's going to be needed, is there for them. And then build on those relationships to learn the next strategy.  Mike: I mean, it strikes me that there's a little bit of a twofer in that one. The first is this idea that what you're doing is purposely setting up a future idea, right? It's kind of like saying, "I'm going to build this prior knowledge about ten-ness, and then I'm going to have kids think about the relationship between 10 and 9." So, the care in this work is actually really understanding those relationships and how you're going to leverage them.  The other thing that really jumps out from what you said [is] this has long term implications for students' thinking. It's not just fact acquisition; it's what you said: Research shows that this has implications for how kids are thinking further down the road. Am I understanding that right?  Jenny: That's absolutely correct. So just that strategy alone. Let's say they're adding 29 plus 39. And they're like, "Oh hey, both of those numbers are right next to the next benchmark. So instead of 29 plus 39, I'm going to add 30 plus 40, [which equals] 70. And I got, I went up 2, so I'm going to come back down 2. And I know that 2 less than a benchmark's going to land on an 8." So that, again, it's coming back to this relationship of how far apart numbers are, what's right there within a set of 10, [which] helps then to generalize within tens or within hundreds.  And by the way, how about fractions?  Mike: Hmm. Talk about that.  Jenny: (laughs) It generalizes to fractions. So, let's take that same idea of adding. Let's just say it's like, 2 and seven-eighths plus 2 and seven-eighths. So, if we just pretended those were both 3s because they're both super close to 3, then you'd have 6, and then you added on two-eighths too much. So, you come back two-eighths, or a fourth, and you have your answer. You don't have to do the regrouping with fractions and all the mess that really gets bogged down. And it's a much more efficient method that, again, you set students up for when they understand these number relationships. When you get into fractions, you're thinking about, "How close are you to the next whole number?" maybe, instead of to the next tens number.  Mike: It strikes me that if you have a group of teachers who have a common understanding of this approach to facts, and everyone's kind of playing the long game and thinking about how what they're doing is going to support what's next, it just creates a system that's much more intentional in helping kids not only acquire the facts, but build a set of ways of thinking.  Jenny: Mike, that's exactly it. I mean, here we are, we're trying to make up for lost time. We never have enough time in the classroom. We want an efficient way to make sure our kids get the most learning in. And so, to me that is about investing early in the fact strategies. Because then actually when you get up to those other things that you're adding or subtracting or multiplying or whatever you're doing, you benefit from the fact that you took time early to learn those strategies. Because those strategies are now very useful for all this other math that you're doing. And then students are more successful in making good choices about how they're going to solve those problems that are, oftentimes—especially when, I like to mention fractions and decimals at least once in a basic facts talk because we get back, by the time we get into fractions and decimals—we're back to just sometimes only showing one way. The sort of standard algorithm way. When, in fact, those basic facts strategies absolutely apply to, almost always, more-efficient strategies for working with fractions and decimals.  Mike: I want to shift a little bit. One of the things that was really helpful for me in growing my understanding is the way that you talk about a set of facts that you would describe as foundational facts and another set of facts that you would describe as derived facts. And I'm wondering if you can unpack what those two subsets are and how they're related to one another.  Jenny: Yeah. So, the foundational facts are ones where automaticity is needed in order to enact a strategy. So, to me, the foundational fact strategies are their names. Like the doubling strategy—or double and double again, some people call it. Or add a group for multiplication. And the addition ones of making 10s and pretend-to-10 strategies. And in those strategies, you can solve lots of different facts. But there's too much going on (laughs) in your brain if you don't have automaticity with the facts you need.  So, for example, if you have your 6 facts, and you're trying to get your 6 facts down. And you already know your 5s, like, automaticity with your 5s, then that becomes a useful way to get your 6s. So, if you have 6 times 8, and you know 5 times 8 is 40, then you're like, "I got one more 8, [which equals] 48." That's an added group strategy.  But if you're not automatic with your 5s, this is how this sounds when you're interviewing a child. They're going to use add a group strategy, but they don't know their 5s. So, then they're like, "Let's see. 5 times 8 is 5, 10, 15, 20, 25, 30, 40. Now, what was I doing?" Like, they can't finish it because they were skip-counting with their 5s. They lose track of what they're doing, is my point. So, the key is that they just know those facts that they need in order to use a strategy. And that, going back to, like, the pretend-to-10, they got to know 10 and some more facts to be successful. They have to know 9's 1 less than 10 to be successful. So, that's the idea is, if they reach automaticity with the foundational fact sets, then their brain is freed up to go through those reasoning strategies.  Mike: That totally makes sense.  I want to shift a little bit now. One of the things that I really appreciated about the article ["Eight Unproductive Practices in Developing Fact Fluency" by Gina Kling and Jennifer M. Bay-Williams] was that you made what I think is a very strong, unambiguous case for ending many of the past practices used for fact acquisition—worksheets and timed tests, in particular. This can be a tough sell because this is often what is associated with elementary mathematics, and families kind of expect this kind of practice. How would you help an educator explain the shift away from these practices to folks who are out in the larger community? What is it that we might help say to folks to help them understand this shift?  Jenny: That's a great question, and the real answer is it depends, again, on [the] audience. So, who is your audience? Even if the audience is parents, what do those parents prioritize and want for their children? So, I feel like there's lots of reasons to do it, but to really speak to what matters to them. So, I'm going to give a very generic answer here. But for everyone, they want their child to be successful. So, I feel that that opportunity to show, to give a problem, like 29 plus 29, and ask how parents might add that problem. And if they think 30 plus 30 and subtract 2 to get to the answer or whatever, then that gives this case to say, "Well this is how we're going to work on basic facts. We're building up so that your child is ready to use these strategies. We're going to start right with the basic facts, learning these strategies. These really matter." And the example I gave could be whatever fits with the level of their kid. So, it could be like 302 minus 299. It's a classic one where you don't want your child to implement an algorithm there; you want them to notice those numbers are 3 apart. And so, there's this work that begins early. So, I think that's part of it.  I think another part of it is helping people just reflect on their own learning experiences. What were your learning experiences with basic facts? And even if they liked the speed drills, they oftentimes recognize that it was not well-liked by most people. And also, then they really didn't learn strategies. So, I feel like we have to be showing that we're not taking something away; we're adding something in. They are going to become automatic with their facts. They're not going to forget them because we're not doing this memorizing that leads to a lot of forgetting. And, bonus, they're going to have these strategies that are super useful going forward.  So, to me, those are some of the really strong speaking points. I like to play a game and then just stop and pause for a minute and just say, "Did you see how hard it was for me to get you quiet? Do you see how much fun you were having?" And then I just hold up a worksheet (laughs). I'm like, "And how about this?" You know, again, that emotional connection to the experience and the outcomes.  Mike: That is wonderful.  Since you brought it up, let's talk about replacements for worksheets and timed tests.  Jenny: Mm-hmm.  Mike: So, you advocate for games, as you said, and for an activity-based approach. I think that what I want to try to do is get really specific so that if I'm a classroom teacher, and I can't see a picture of that yet, can you help paint a picture? What might that look like?  Jenny: I love that question because there's lots of good games and lots of places. But again, like I said earlier, this thinking really deeply about what game I'm choosing and for what—what do my students need to practice? And then being very intentional about game choice is really important.  So, for example, if students are working on their 10 and some more facts, then you want to play a game where all the facts are 10 and some more facts. That's what they're working on. And then maybe you mix in some that aren't. Or you play a game with that and then they sort cards and find all the, solve the 10 and some more, or there's lots of things they can do. They can play Concentration, where the fact is hidden and the answer is hidden and things like that. So, you can be very focused. And then when you get to the strategies, you want to have a game that allows for students to say, allow their strategies.  So, I'm a big fan of, like, sentence frames, for example. So, there's games that we have in our Math Fact Fluency[: 60+ Games and Assessment Tools to Support Learning and Retention] book [by Jennifer Bay-Williams and Gina Kling] that are in other places that specifically work on a strategy. So, for example, if I'm working on the pretend-to-10 strategy, I like to play the game Fixed-Addend War, which is the classic game of War, except there's an addend in the middle, and it's a 9, to start. And then each of the two players turns up a card. So, Mike, if you turn up a 7, then you're going to explain how you're going to use the pretend-to-10 strategy to add it. And I turned up a 6, so I'm going to, I'm going to do this then I'll, you can do it. So, I turned up a 6. So, I'm going to say, "Well, 10 and 6 is 16, so 9 and 6 is 1 less, [which equals] 15.' I've just explained the pretend-to-10 strategy. And then you get your turn.  Mike: And I'd say, "Well, 7 and 10, I know 7 and 10 is 17, so 7 and 9 has to be 1 less, and that's 16." Jenny: Yeah. So, your total's higher than mine. You win those two cards, you put them in your deck, and we move on. So, that's a way to just practice thinking through that strategy. Notice there's no time factor in that. You have a different card than I have. You have as much time, and we're doing think-aloud. These are all high-leverage practices. Then we get to the games where it's like, you might turn up a 6 and a 5 where you're not going to use the pretend-to-10 strategy for that. You've got to think, "Oh, that doesn't really fit that strategy because neither one of those numbers is really close to 10. Oh, hey, it's near a double; I'm going to use my doubles." So, you sequence these games to—if you start with one of those open-ended games, it might be too big of a jump because students aren't ready to choose between their strategies. They have to first be adept at using their strategies. And once they're adept at using them, then they're ready to play games where they get to choose among the strategies.  Mike: So, you're making me think a couple things, Jenny. One is, it's not just that we're shifting to using games as a venue to practice to get to automaticity. You're actually saying that when we think about the games, we really need to think about, "What are the strategies that we're after for kids?" And then make sure that the way that the game is structured, like, when you're talking about the pretend-to-10, with the fixed addend. That's designed to elicit that strategy and have kids work on developing their language and their thinking around that particularly. So, there's a level of intent around the game choice and the connection to the strategies that kids are thinking about. Am I understanding that right?  Jenny: That's it. That's exactly right. That's exactly right. And a huge—a lot of intentionality so that they have that opportunity in a no-pressure, a low-stress, think-through-the-strategy [way]. If they make a mistake, their peer or themselves usually correct it in the moment, and they get so much practice in. I mean, imagine going through half a deck of cards playing that game.  Mike: Yeah.  Jenny: That's 26 facts. And then picture those 26 facts (laughs) on a page of paper. And then—and again, in the game that you've got the added benefit of think-aloud, and then you're hearing what your peer has said.  Mike: You know, one of the things that strikes me is, if I'm a teacher, I might be thinking, like, "This is awesome, I'm super excited about it. Holy mackerel, do I have to figure these games out myself?" And I think the good news is, there's a lot of work that's been done on this. I know you've done some. Do you have any recommendations for folks? There's, of course, curriculum. But do you have recommendations for resources that you think, help a teacher think about this or help a teacher see some of the games that we're talking about?  Jenny: Well, I'm going to start with my Math Fact Fluency book because that is where we go through each of these strategies, each of the foundational facts sets and the strategies, and for each one supply a game. And then from those games they're easily adaptable to other settings. And some of the games are classic games. So, there's a game, for example, called Square Deal. And the idea is that you're covering a game board, and you're trying to make a square. So, you get a 2-by-2 grid taken, and you score a point or 5 points or whatever you want to score. Well, we have that game housed under the 10 and some more facts. So, all the answers are, like, 19, 16, 15, and the students turn over a 10 card and another card, and if it's a 10 and a 5, they get to claim a 15 spot on the game board.  Well, that game board can be easily adapted to any multiplication fact sets, any other addition [sets]. I like to do a Square Deal with 10 and some more, and then I like to do Square Deal with 9 and some more. There's my (laughs) effort, again, to come back to either pretend-to-10 or making 10. Where they're like, "Oh, I just played 10 and some more. Now we're doing the same game, but it's 9 and some more." So, I feel like there's a lot of games there. And there is a free companion website that has about half of the games ready to download in English and in Spanish.  Mike: Any chance you'd be willing to share it?  Jenny: Yeah, absolutely. So, you can just google it. The Kentucky Center for Mathematics created it during COVID-19, actually, as a gift to the math community. And so, if you type in "Kentucky Center for Math" or "KCM Math Fact Fluency companion website," it will pop up.  Mike: That's awesome.  I want to ask you about one more thing before we close because we've really talked about the replacement for worksheets, the replacements for timed tests. But there is a piece of this where people think about "How do I know?" right? "How can I tell that kids have started to build this automaticity?" And you make a pretty strong case for interviewing students to understand their thinking. I'm wondering if you could just talk again about the why behind it, and a little bit about what it might look like.  Jenny: So, first of all, timed tests are definitely a mistake for many reasons. And one of the reasons—beyond the anxiety they cause—they're just very poor assessment tools. So, you can't see if the student is skip-counting or not, for example, for multiplication facts. You can't see if they're counting by 1s for the addition facts. You can't see that when they're doing the test, and you can't assume that they're working at a constant rate; that they're just solving one every, you know, couple of seconds, which is the way those tests are designed. Because I can spend a lot of time on one and less time on the other. So, they're just not, they're just not effective as an assessment tool.  So, if you flip that. Let's say they're playing the game we were talking about earlier, and you just want to know, "Can they use the pretend-to-10 strategy?" That's your assessment question of the day. Well, you can just wander around with a little checklist (chuckles), you know? "Yes, they can." "No, they can't." And so, a checklist can get at the strategies, and a checklist can also get at the facts, like, "How well are they doing with their facts?" So, once they do some of those games that are more open-ended, you can just observe and listen to them and get a feel for that. If they're playing Square Deal with whatever fact, you know. So, what happens is, you're like, "I wonder how they're doing with their 4s. We've really been working with their 4s a lot.' Well, you can play Square Deal or a number of other games where that day you're working on 4s. The [game] Fixed-Addend War can become Fixed-Factor War, and you put a 4 in the middle. So adaptable games and then you're just listening and watching.  And if you're not comfortable with that approach, then they can be playing those games, and you can have students channeling through where you do a little mini-interview. It only takes a few questions to get a feel for whether a student knows their facts. And you can really see who's automatic and who's still thinking. So, for example, a student who's working on their 4s, if you give them 4 times 7, they might say, "28." I call that automatic. Or they might, they might do 4 times 7, and they pause, and they're like, "28." Then I'm like, "How did you think about that?" And they're like, "Well, I doubled and doubled again." "Great." So, I can mark off that they are using a strategy, but they're not automatic yet. So that to me is a check, not a star. And if I ask, "How did you do it?" And they say, "Well, I skip-counted." Well then, I'm marking down they skip-counted. Because that means they need a strategy to help them move toward automaticity. Mike: I think what strikes me about that, too, is, when you understand where they're at on their journey to automaticity, you can actually do something about it as opposed to just looking at the quantity that you might see on a timed test. What's actionable about that? I'm not sure, but I think what you're suggesting really makes the case that I can do something with data that I observe or data that I hear in an interview or see in an interview.  Jenny: Absolutely. I mean this whole different positioning of the teacher as coaching the student toward their growth; helping them grow in their math proficiency, their math fluency. You see where they're at and then you're monitoring that in order to move them forward instead of just marking them right or wrong on a timed test. I think that's a great way to synthesize that.  Mike: Well, I have to say, it has been a pleasure talking with you. Thank you so much for joining us today. Jenny: Thank you so much. I am, again, thrilled to be invited and always happy to talk about this topic.  Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability.

Katya Scheinberg is a Coca-Cola Foundation Chair and Professor at the H. Milton Stewart School of Industrial and Systems Engineering, Georgia Institute of Technology. Prior to joining Georgia Tech, she held positions at Cornell and Lehigh Universities and at IBM T.J. Watson Research Center. She attended Moscow University for her undergraduate studies and received her PhD degree from Columbia University. Katya's main research areas are related to developing practical algorithms (and their theoretical analysis) for various problems in continuous optimization, such as convex optimization, derivative-free optimization, machine learning, quadratic programming, etc. She is an INFORMS Fellow, a SIAM Fellow, and a recipient of the Lagrange Prize from SIAM and MOS, the Farkas Prize from the INFORMS Optimization Society, and the Outstanding Simulation Publication Award from the INFORMS Simulation Society. Katya currently serves as the Chair of the Mathematical Optimization Society and a co-editor of the Mathematical Programming journal. Her past service includes editor-in-chief of Mathematics of Operations Research and Chair of the SIAM Activity Group on Optimization.

Episode Summary: In the United States and in many nations around the world, Christians make up a large percentage of the population. Yet despite our numbers, the broader culture is often shaped far more by other ideas, values, and worldviews than by a distinctly biblical vision of life.What is missing in Christian discipleship that keeps the Gospel from shaping not only personal faith, but the broader culture?This week, we talk with Bracey Fuenzalida of the Falls Church Fellows Program and one of the fellows, Isabelle Souza, to explore why believers are often absent from society's most influential institutions, and how deep discipleship can and should change that.From communism in Chile to secular universities in Brazil, Bracey and Belle share how worldview, vocation, and intentional Christian formation shape leaders for government, business, media, education, and the arts. We explore why escapist Christianity has caused many believers to retreat from public life, and why recovering an optimistic vision of redemption changes how Christians approach work, leadership, and culture. If every sphere of life belongs to Christ, then every vocation becomes sacred ground for discipleship, creativity, stewardship, and restoration. Join us!Who is Disciple Nations Alliance (DNA)? Since 1997, DNA's mission has been to equip followers of Jesus around the globe with a biblical worldview, empowering them to build flourishing families, communities, and nations.

A friend's story leads Pete and Noah to dive into the high-stakes world of poker to settle a debate: does a flush really beat a straight? Using the tools of combinatorics and probability, our hosts break down the math behind five-card hands and explore how the hierarchy of the game is built upon the frequency of outcomes.  Ante up…  the next hand is about to begin! Leave us a voice message Find us on Twitter Send us an email Questions Answered in the Episode: • How do you calculate the total number of possible five-card poker hands from a 52-card deck? • What are the mathematical odds of being dealt a flush versus a straight in poker?

Bucket hats. Low-rise jeans. Track suits. As you might've noticed, Y2K fashion is in right now. People say that fashion moves in 20-year cycles, and it turns out…it does! At least according to math. Host Flora Lichtman sits down with mathematician Emma Zajdela to figure out how she analyzed over 35,000 images of women's clothing dating all the way back to the 1860s to confirm this theory. Guest:  Dr. Emma Zajdela is a Franco-American mathematician and science diplomacy activist. Other episodes you may enjoy: The Many, Many Ways Tuberculosis Shaped Human Life Functional Fashion From An Artist And A Caterpillar Want SciFri gear? Check out our new shop! Transcripts for each episode are available within 1-3 days at sciencefriday.com. Subscribe to this podcast. Follow our show on Instagram, TikTok, Facebook, and Bluesky @scifri and sign up for our newsletters. Got a science question that's keeping you up at night? Call us: 877-4-SCIFRI Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Itai Sadan is the CEO and Co-Founder of Duda, a professional website builder for agencies and SaaS Platforms. Under Itai's leadership, Duda rapidly expanded its professional website builder product suite with an emphasis on empowering web professionals with cutting-edge tools to help them create beautiful conversion-driving websites at scale. To date, Duda hosts more than a million active websites that have been built by over 23,000 customers globally. Itai's expertise in the online presence and web design space has been cited by USA Today, Forbes, Inc., HuffPost, Search Engine Land, and more. Itai has a BSc in Computer Science and Mathematics from the University of Ben Gurion in Israel. Fun Fact: “Duda” is a variation of “Dude,” which is the main character in his favorite movies of all time, The Big Lebowski. Links: https://www.duda.co If you're enjoying Entrepreneur's Enigma, please give me a review on the podcast directory of your choice. The show is on all of them and these reviews really help others find the show. iTunes: https://gmwd.us/itunes Podchaser: https://gmwd.us/podchaser TrueFans: https://gmwd.us/truefans Also, if you're getting value from the show and want to buy me a coffee, go to the show notes to get the link to get me a coffee to keep me awake, while I work on bringing you more great episodes to your ears. →  https://ko-fi.com/entrepreneursenigma Support me on TrueFans.fm → https://gmwd.us/truefans. Support The Show & Get Merch: https://shop.entrepreneursenigma.com Want to learn from a 15 year veteran? Check out the Podcast Mastery Community:https://www.skool.com/podcasting Follow Seth Online: Instagram: https://instagram.com/s3th.me LinkedIn: https://www.linkedin.com/in/sethmgoldstein/ Seth On Mastodon: https://indieweb.social/@phillycodehound The Marketing Junto Newsletter: https://MarketingJunto.com Leave The Show A Voicemail: https://podcastfeedback.com/entrepreneursenigma Learn more about your ad choices. Visit megaphone.fm/adchoices

Tiling involves filling a plane or space with repeated elements, known as tiles. This simple concept is deeply embedded in the natural world and human design, appearing in structures as varied as the hexagonal wax cells of a beehive and decorative wallpapers. While regular hard tiles—geometric shapes with straight edges that fit together without gaps or overlaps—are common in human-made designs, nature often favours soft or irregular patterns, shaped by physical forces. In this lecture, I will explore how both regular and irregular tiling patterns, hard and soft, emerge in nature and the underlying mathematical principles that govern their formation.This lecture was recorded by Alain Goriely on the 28th of April 2026Alain Goriely is a mathematician with broad interests in mathematical methods, mechanics, sciences, and engineering. He is well known for his contributions to dynamical systems, mathematical biology, as well as fundamental and applied mechanics. He is particularly well known for the development of a mathematical theory of biological growth, culminating with his seminal monograph The Mathematics on Mechanics of Biological Growth (2017).He received his PhD from the University of Brussels in 1994 where he became a lecturer. In 1996, he joined the University of Arizona where he established a research group within the renowned Program of Applied Mathematics. In 2010, he joined the University of Oxford as the inaugural Statutory Professor of Mathematical Modelling and fellow of St. Catherine's College. He is currently the Director of the Oxford Centre for Industrial and Applied Mathematics.In addition, Alain has enjoyed scientific outreach based on problems connected to his research, including tendril perversion in plants, twining plants, umbilical cord knotting, whip cracking, the shape of seashells, brain modelling, and he is the author of a Very Short Introduction to Applied Mathematics (2017). His work has been recognized by a Sloan Fellowship, a Royal Society Wolfson Research Award, the Cozzarelli Prize from the National Academy of Sciences and the Engineering Medal from the Society of Engineering Sciences. He was elected as a Fellow of the Royal Society in 2022.The transcript of the lecture is available from the Gresham College website: https://www.gresham.ac.uk/watch-now/shape-tilesGresham College has offered free public lectures for over 400 years, thanks to the generosity of our supporters. There are currently over 2,500 lectures free to access. We believe that everyone should have the opportunity to learn from some of the greatest minds. To support Gresham College's mission, please consider making a donation: https://www.gresham.ac.uk/get-involved/support-us/make-donation/donate-today Website:  https://gresham.ac.ukX: https://x.com/GreshamCollegeFacebook: https://facebook.com/greshamcollegeInstagram: https://instagram.com/greshamcollegeBluesky: https://bsky.app/profile/greshamcollege.bsky.social TikTok: https://www.tiktok.com/@greshamcollegeSupport Us: https://www.gresham.ac.uk/get-involved/support-us/make-donation/donate-todaySupport the show

SPONSORS: - Go to https://www.plaud.ai/curt to get a Plaud device today - Go to https://shortform.com/toe for a free trial and an exclusive $50 OFF on your annual subscription - I personally subscribe to The Economist. TOE listeners get 35% off the annual subscription. No other podcast has this! https://economist.com/TOE Harvey Friedman — the youngest professor in Stanford's history, founder of reverse mathematics, and the mathematician Kurt Gödel chose to sponsor his final paper — has spent 60 years on one question: can ordinary, finite math be trusted? His theorems show that even concrete statements involving nothing more exotic than rational numbers cannot be proved or refuted within ZFC. The foundations of mathematics, Friedman argues, are not settled bedrock but vertiginous — made more mysterious, not less, by his own work. FOLLOW: - Spotify: https://open.spotify.com/show/4gL14b92xAErofYQA7bU4e - Substack: https://curtjaimungal.substack.com/subscribe - Twitter: https://twitter.com/TOEwithCurt - Discord Invite: https://discord.com/invite/kBcnfNVwqs - Crypto: https://nowpayments.io/donation/TOE - PayPal: https://www.paypal.com/donate?hosted_button_id=XUBHNMFXUX5S4 TIMESTAMPS: - 00:00:00 - Gödel's Incompleteness Misinterpretations - 00:09:48 - Woodin vs. Friedman Foundations - 00:17:28 - Category Theory vs. Logic - 00:24:30 - Borel Determinacy Paradoxes - 00:31:23 - Embedded Maximality Principles - 00:41:18 - Tree(3) and Kruskal's Theorem - 00:47:40 - Finitism and Large Cardinals - 00:53:11 - Divine Consistency and Angels - 01:03:25 - Reverse Mathematics Origins - 01:11:14 - Constructive Logic and Intuitionism - 01:21:17 - Theology and AI Immortality LINKS MENTIONED: - Harvey Friedman Papers: https://u.osu.edu/friedman.8/foundational-adventures/publications/ - Harvey Friedman YouTube: https://www.youtube.com/@harveyfriedman4465/videos - Harvey Friedman Chess Club: https://cclchess.com/ - This Man Is About to Blow Up Mathematics [Article]: https://nautil.us/this-man-is-about-to-blow-up-mathematics-236446 - Harvey Lecture at OSU: https://youtu.be/NAGQD-bSXok - Most Abused Theorem in Math [TOE]: https://youtu.be/OH-ybecvuEo - John Norton [TOE]: https://youtu.be/Tghl6aS5A3M - Emily Riehl [TOE]: https://youtu.be/mTwvecBthpQ - What Is Infinity? [TOE]: https://youtu.be/rHtqGrtcB1w - Norman Wildberger [TOE]: https://youtu.be/l7LvgvunVCM - Wolfgang Smith [TOE]: https://youtu.be/lF4S_P_o-g0 - Scott Aaronson [TOE]: https://youtu.be/1ZpGCQoL2Rk - Consciousness Iceberg [TOE]: https://youtu.be/65yjqIDghEk - Edward Frenkel [TOE]: https://youtu.be/n_oPMcvHbAc - Elan Barenholtz [TOE]: https://youtu.be/A36OumnSrWY - Michael Levin [TOE]: https://youtu.be/c8iFtaltX-s - Godel Incompleteness Theorems: https://plato.stanford.edu/entries/goedel-incompleteness/ - Consistency of Axiom of Choice [Book]: https://archive.org/details/dli.ernet.469796/page/18/mode/2up - Independence of Continuum Hypothesis [Paper]: https://www.jstor.org/stable/71858 - Borel Determinacy [Paper]: https://www.jstor.org/stable/1971035 - Paris-Harrington Theorem: https://mathworld.wolfram.com/Paris-HarringtonTheorem.html - The God Letter: https://uncertaintist.wordpress.com/wp-content/uploads/2012/10/einstein-letter-gutkind-excerpts.pdf - Undecidable Propositions of Principia Mathematica [Book]: https://amazon.com/dp/0486669807?tag=toe08-20 - Categories for the Working Mathematician [Book]: https://amazon.com/dp/1441931236?tag=toe08-20 - On Necessary Use of Abstract Set Theory [Paper]: https://www.sciencedirect.com/science/article/pii/0001870881900219 - Borel Set: https://en.wikipedia.org/wiki/Borel_set More links: https://curtjaimungal.substack.com Guests do not pay to appear. #science Learn more about your ad choices. Visit megaphone.fm/adchoices Learn more about your ad choices. Visit megaphone.fm/adchoices

Episode: 1575 Fields and continua: A secret art of engineering.  Today, a look at a secret abstraction.

 Did you know that Albert Einstein's only home in the United States was in Princeton, New Jersey, where he lived for 22 years? At the Historical Society's museum, you can come face-to-face with Einstein's personal furniture and belongings, including his famous ink-stained desk. Explore the Historical Society's rare Einstein collections and discover his profound scientific, cultural, and humanitarian impact.Einstein's house at 112 Mercer Street in Princeton stands as a testament to his legacy. The Historical Society also offers “The Life of Albert Einstein,” an outreach program available to schools, libraries, senior centers, and clubs.Albert Einstein was born on March 14, 1879, in Ulm, Germany. Shortly after, his family moved to Munich, where he began his education at the Luitpold Gymnasium. The family later relocated to Italy, and Einstein continued his studies in Aarau, Switzerland. In 1896, he entered the Swiss Federal Polytechnic School in Zurich to train as a teacher in physics and mathematics. After earning his diploma in 1901 and acquiring Swiss citizenship, Einstein worked as a technical assistant at the Swiss Patent Office, where he produced much of his groundbreaking work in his spare time.Einstein received his doctorate in 1905 and soon began his academic career, holding positions in Berne, Zurich, and Prague. In 1914, he became Director of the Kaiser Wilhelm Physical Institute and Professor at the University of Berlin. He remained in Berlin until 1933, when he emigrated to America for political reasons and accepted a position as Professor of Theoretical Physics at Princeton. https://princetonhistory.org/discover-albert-einstein/http://www.yourlotandparcel.org

A significant investment's in store for primary schools - as maths results begin to improve. The Education Minister's set to announce a boost for classroom resources and teacher support this afternoon. It comes as 36% of Year 6s met maths expectations in 2025 - up from 30%. Massey University Distinguished Mathematics Professor Gaven Martin says that's more than four thousand extra students succeeding. He says if this success persists, it's tens of thousands doing well, when they were otherwise failing. LISTEN ABOVESee omnystudio.com/listener for privacy information.

It's said that AI could soon be coming for the jobs of artists, lawyers, and software engineers. But it might now also be threatening a role at the height of academia – are pure mathematicians safe? Last month, a Stanford mathematician woke up to an email, claiming to have the solution to a problem he'd been working on for seven years - a fifty-year-old conundrum known as "Erdos Problem 1196". The answer had been generated in just 80 minutes - by ChatGPT. Since the end of last year, AI has been providing solutions to a number of novel maths problems, but Problem 1196 is the first to raise eyebrows within the mathematical community. In this episode, we talk to the mathematicians who've worked on Problem 1196 and find out what the rise of AI could mean for the future of their field. CONTRIBUTORS: Katie Steckles, Mathematician and communicator Jared Duker Lichtman, Szegő Assistant Professor of Mathematics at Stanford University Liam Price, amateur mathematician Credits:Presenter: Charlotte McDonald Producer: Josh McMinn Series producer: Tom Colls Production co-ordinator: Brenda Brown Sound mix: Dave O'Neill Editor: Richard Vadon

What happens when everything you ignored becomes impossible to deny?In this episode of Quran Conversations, Dalia Mogahed is joined by Talha Ghannam. Talha is a Mathematics and Economics graduate, Islamic scholar, entrepreneur and community activist. He studied under leading scholars in the UK, Syria and Egypt, completed a seven-year Alimiyah course, and now focuses on purification of the heart and the Quran. Known for his Quranic reflection and tafsir content, his videos have reached millions, helping people connect deeply with the Quran. He is the founder of Quran Club, which has surpassed 500,000 downloads, co-founder of ClassTutor, supporting over 2,000 students with 150+ teachers, and co-founder of the Centre for Islam and Medicine, exploring contemporary bioethics through Islamic tradition.In this episode, Dalia and Talha reflect on verses 102–104 of Surah TaHa. A vivid, unsettling glimpse into the Day of Judgment.These verses don't just describe an event. They immerse you in it. Through sound, imagery, and subtle language, the Qur'an pulls you into a moment where control disappears, illusions collapse, and reality is fully exposed.This is not a distant scene. It is a mirror of what we are becoming.In this episode, you will learn:

National data show that many students struggle not only with computation, but with understanding mathematical concepts and solving problems. These challenges often stem from gaps in how students process math, not a lack of effort. Ongoing debates around instructional approaches, such as conceptual understanding versus procedural fluency, have yet to address this root issue. Mathematics relies on the integration of imagery and language. Without clear mental images, students may rely on memorization, guess at operations, or struggle with mathematical language. This webinar explores an approach that integrates concept and numerical imagery with language to support math computation and problem solving. Participants will explore a three-step instructional approach: Experiencing math through hands-on learning with manipulatives Developing imagery and language to internalize concepts Applying understanding to computation and problem solving This approach supports mathematical reasoning and computation, helping students build number sense, solve problems with confidence, and address gaps in math achievement. Join us to learn how developing the ability to image and verbalize math concepts supports more capable, confident learners across classrooms and districts.

Misha Glenny and guests discuss the work of Maurits Cornelis Escher (1898-1972), the graphic artist and printmaker best known for his impossible buildings, paradoxical perspectives, and repeating geometric patterns. Born in Leeuwarden and trained as a printmaker, Escher visited the Alhambra in Granada and found inspiration in the tessellating shapes of Islamic art. Through his career he went on to create some of the most famous images of the twentieth century and has been called a one-man art movement. After his work was exhibited in a 1954 conference, Escher's work also caught the eye of mathematicians who appreciated his intuitive geometric precision. Escher was influenced by their work, and they were influenced by his – despite Escher never thinking he was actually very good at maths himself.   WithMarcus du Sautoy Simonyi Professor for the Public Understanding of Science, Professor of Mathematics and Fellow of New College, University of Oxford   Sarah Hart Professor Emerita of Mathematics and Fellow of Birkbeck, University of London, and Fellow of Gresham College   And   Judith Kadee Exhibitions project manager and public programme curator at Hague Historical Museum   Producer: Martha OwenReading list:Marcus du Sautoy, Blueprints: How Mathematics Shapes Creativity (Fourth Estate, 2025)Marcus du Sautoy, Finding Moonshine: A Mathematician's Journey Into Symmetry (Harper Perennial, 2009)Bruno Ernst, The Magic Mirror of M.C. Escher (Taschen, 2007)M.C. Escher, M.C. Escher: The Graphic Work (Taschen America Llc, 1992)Miranda Fellows, The Life and Works of Escher (Siena,1996)Frederico Giudiceandrea, Escher op reis or Escher's Journey (Publisher Wbooks, 2018, in Dutch)Sarah Hart, Once Upon a Prime: The Wondrous Connections Between Mathematics and Literature (Flatiron Books, 2023)Douglas Hofstadter, Gödel, Escher, Bach: An Eternal Golden Braid (first published 1979; Basic Books, 1999)Siobhan Roberts, King of Infinite Space: Donald Coxeter, The Man Who Saved Geometry (Profile Books, 2007)Claudio Salsi, Paolo Branca and Claudio Bartocci (eds.), M.C. Escher. Tra arte e scienza. Catalogo della mostra (24 Ore Cultura, 2025, in Italian)Doris Schattschneider, “The Mathematical Side of M.C. Escher” (Notices of the American Mathematical Society, Vol. 57, 6, 2010)Doris Schattschneider, M.C. Escher: Visions of Symmetry (Thames and Hudson Ltd, 2004)Wouter van Reek, Nadir & Zenith in the World of Escher (Leopold, 2019)In Our Time is a BBC Studios productionSpanning history, religion, culture, science and philosophy, In Our Time from BBC Radio 4 is essential listening for the intellectually curious. In each episode, host Misha Glenny and expert guests explore the characters, events and discoveries that have shaped our world.

In this episode, Curtis and Joanie sit down with Mahmoud Harding from Data Science 4 Everyone (www.ds4e.com)  to explore the growing role of data science in K-12 education.Mahmoud breaks down the key distinction between data science and data literacy — two terms that are often used interchangeably but carry very different meanings for educators and students alike. The conversation dives into why data science matters for all educators right now, regardless of subject area or grade level, and why the time to act is today. And taking action doesn't mean you need math expertise or to steer away from the standards and curriculum your students need to know!Mahmoud also shares practical, accessible ways teachers can get started with data-centered lessons in their classrooms — regardless of grade level or content area.Whether you're a curious educator or ready to dive in, this episode will leave you inspired to bring data to life for your students.Resources:●      https://www.datascience4everyone.org/about   (DS4E Homepage)●      https://www.datascience4everyone.org/resources  (DS4E Resources)●      https://ds4e-org.github.io/CPN_rubric/   (DS4E Content Partner Network)●      https://ds4e-org.github.io/technologytoolkit/   (DS4E Technology Tools for working with data)●      https://datasciencelearning.org/ (K12 Data Science Learning Progressions) ●      https://datasciencelearning.org/blog/five-basic-concepts-for-teachers-new-to-data-science  (DS4E Blog: Five basic concepts for teachers new to data science)●      https://hkurzweil.github.io/ds4e-teacher-pd/frontmatter.html (DS4E Data Science Starter Kit)

Welcome to Episode 161: Making Math More Human with Thomas Colclough. Dr. Tom Colclough is a Postdoctoral Scholar in the Center for Knowledge, Technology, and Society at the University of California, Irvine. He earned a bachelor's of science degree in Mathematics and Philosophy with Specialism in Logic and Foundations from the University of Warwick (“Worrick”!), UK, and then a doctorate in Philosophy from the department of Logic and Philosophy of Science at UCI. This background will be very important to our conversation as you'll see in a few moments. In this conversation, Tom and I discuss the various trauma-informed practices such as safety, choice, empowerment, trustworthiness, and collaboration and how they can be applied in higher ed math courses. There are specific design choices that can be used to combat negative and restrictive mindsets that some students bring into math classes. And once these affective parts of the learning process are addressed logically and systematically, students can find greater success where they often previously found frustration. You'll also see many connections with the UDL guidelines throughout this conversation with specific emphasis on multiple means of engagement.

Andrew Lienhard is a pianist and software developer. After graduating from the High School of the Performing and Visual Arts in Houston, Texas, he earned both a Bachelor's and Master's Degree in Mathematics from the University of Houston, then another Master's Degree in Industrial Engineering and Operations Research from the University of California at Berkeley. In addition to composing and playing jazz music on his own, he plays piano and keyboards in The Crusaders Experience, a group of musicians based in Houston who celebrate the legacy of The Crusaders. Andrew, his wife, and their pets live in Houston, Texas.

Jonathan Gregg, assistant professor of education at Hillsdale College, delivers a lecture on instilling wonder in your students when teaching mathematics. This lecture was given at the Hoogland Center for Teacher Excellence seminar, “The Art of Teaching: Mathematics” in September 2025. The Hoogland Center for Teacher Excellence, an outreach of the Hillsdale College K-12 Education Office, offers educators the opportunity to deepen their content knowledge and refine their skills in the classroom.See omnystudio.com/listener for privacy information.

Help bridge the gap between your students' thinking and their ability to express their learning! CESA 2 Consultants Gretchen Lettau and Matt Hayden discuss the specifics of helping multilingual learners express themselves in complicated terms of areas such as mathematics. They also use a tool to help educators identify gaps in thinking and expression in student learning and how to address them in the very next class period.Resources:Check out the L3IFT blog and the "Next Day Fix Tool": ⁠⁠⁠⁠⁠https://www.l3ift.org/blog/addressing-thinking-and-expression-gapsLearn more about the ML Network: https://cesa2.org/ml-summitCheck out all our episodes at ⁠⁠⁠⁠⁠⁠⁠⁠⁠https://cesa2.org/building-educator-capacity-podcast

Send us Fan MailDr. Amy Butterfield Tozzo came by to discuss her approach to dealing with autism with her son, Leo.  Her career in education spans over 20 years, with an emphasis in special education and as a specialist for the learning disabled.With her youngest son on the spectrum, she has worked with him on an exciting new project making custom candles and soaps, enabling him to find fulfillment in a potential career, as well as a means to develop his social skills.  To learn more about this fantastic business, please visit A Leo Creation.In addition to her work with the learning disabled, Dr. Tozzo works with her husband Dr. William Tozzo and Dr. Yeap Ban Har on a course which helps teachers and aspiring teachers hone their skills in teaching Mathematics. To learn more about their project, please visit 3R Teacher Training Check our other links:TwitterRumbleInstagramYouTube

Fires on the Moon, Interstellar Glaciers, and Mayan Mathematics In this captivating episode of Space Nuts, hosts Andrew Dunkley and Professor Fred Watson explore a range of extraordinary topics that bridge the gap between the familiar and the cosmic. From the unexpected phenomenon of fires on the Moon to the discovery of interstellar glaciers, and a deep dive into the mathematical brilliance of the Mayans, this episode is packed with insights that will ignite your curiosity.Episode Highlights:- Fires on the Moon: Andrew and Fred Watson discuss NASA's upcoming Flammability of Materials on the Moon Experiment (FM2), designed to investigate how fire behaves in lunar gravity. With safety as a priority, they explore the implications of this research for future lunar habitats and the challenges posed by combustion in a 1/6 gravity environment.- Interstellar Glaciers: The hosts delve into the findings from NASA's SphereX, which has revealed the presence of galactic ice and the building blocks of life within molecular clouds. They discuss the significance of these discoveries for our understanding of water in the universe and the potential for life beyond Earth.- The Mayan Calendar and Mathematics: In a fascinating exploration of ancient knowledge, Andrew and Fred Watson examine new research highlighting the sophisticated mathematical techniques used by the Mayans to predict astronomical events. They discuss how this insight reshapes our understanding of their civilization's intelligence and longevity.- Artemis 2 Records: The episode wraps up with a quirky revelation about the Artemis 2 mission, where the distance between astronauts aboard Artemis and those on the Chinese space station Tiangong set a new record for human separation in space. The hosts reflect on the implications of this milestone for the future of human exploration.For more Space Nuts, including our continuously updating newsfeed and to listen to all our episodes, visit our website. Follow us on social media at SpaceNutsPod on Facebook, Instagram, and more. We love engaging with our community, so be sure to drop us a message or comment on your favourite platform.If you'd like to help support Space Nuts and join our growing family of insiders for commercial-free episodes and more, visit spacenutspodcast.com/about.Stay curious, keep looking up, and join us next time for more stellar insights and cosmic wonders. Until then, clear skies and happy stargazing.Become a supporter of this podcast: https://www.spreaker.com/podcast/space-nuts-astronomy-insights-cosmic-discoveries--2631155/support.

What if student success had less to do with talent and more to do with belief, access, and the way we design learning experiences? In this episode of Aspire to Lead, Joshua Stamper sits down with James O'Neal, Jr., founder of Mastery For All, to explore what it really takes to create classrooms where all students can thrive. James shares his journey from middle and high school math teacher to department chair, PLC lead, speaker, and educational consultant, and explains how his work is helping shift both instructional practice and school culture. A major theme in this conversation is the power of mindset. James breaks down how teacher beliefs shape classroom experiences, why students need opportunities to win early and often, and what it means to create a learning environment where ownership, voice, and confidence are built into the lesson itself. He also speaks candidly about the cultural lens in his work, including the importance of highlighting the brilliance of black boys and making sure K-12 math instruction is rooted in access, joy, and mastery for all. The conversation goes beyond math instruction and into larger questions of leadership and coaching. James challenges school leaders to look more closely at what they are actually observing in classrooms, how they support teachers without needing to be the content expert, and why honest reflection and emotional maturity matter so much when responding to feedback. He also shares insights from his new book, The Engaged Classroom, and explains how motivation, belonging, competence, autonomy, and praise all play a role in student engagement. About James O'Neal Jr. James O'Neal, Jr., a passionate educator and speaker with a transformative journey spanning fifteen impactful years in the classroom, including six as a department chair, has seamlessly transitioned his dedication into a thriving full-time endeavor: Mastery For All, LLC. Mastery For All passionately promotes K-12 math education mastery through professional development, consulting, and coaching, accentuating the brilliance of black boys as a means to empower all. As a speaker, James seeks to empower all educational stakeholders in the roles they play in education. His academic voyage culminated with an M.Ed. from UNC-Charlotte in 2020, and in 2021, he stood as a finalist for the prestigious Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), a testament to his resolute focus. While in the classroom, James was ranked in the top 25% of the state of North Carolina's teachers who showed effective growth in student performance. James knows what it takes to support the education and advancement of all students. His evolution from a classroom teacher to an influential advocate for mastery mirrors his unwavering dedication to shaping a future where the belief of "who can" encompasses all! Follow James O'Neal Jr. Website:www.mrjamesoneal.comInstagram:@mr.jamesonealFacebook: @mr.jamesonealLinkedin:@mrjamesonealYouTube:https://www.youtube.com/@mr.jamesoneal-mastery4all619TikTok: @mr.jamesonealPodcast:https://www.mrjamesoneal.com/podcasts — #1 New Release, "The Language of Behavior" is NOW Available! https://www.amazon.com/dp/B0DVT32KQ1?&linkCode=ll1&tag=aspirewebsite-20&linkId=d18e5a44a6582a22d15ee23193af7bb8&language=en_US&ref_=as_li_ss_tl The Language of Behavior is an essential guide for school leaders committed to transforming their school culture and addressing student behavior through a more compassionate, effective approach. Drawing on their extensive experience in education, Charle Peck and Joshua Stamper challenge outdated disciplinary practices and offer a clear, trauma-informed framework that empowers educators to interpret student behavior as a form of communication. Through three core tenets—Consider the Environment, Explore the Root Causes of Behavior, and Respond with Intentionality—this book equips leaders with actionable strategies to foster positive behavior, build stronger relationships, and cultivate a more supportive school climate. Packed with real-world case studies, evidence-based practices, and insights into the lasting effects of childhood trauma, The Language of Behavior provides school leaders with the tools to create lasting, meaningful change. It offers a roadmap to reduce behavior issues, re-engage students and staff, and establish a culture of accountability and empathy. This book is not just a reference—it's a call to lead with vision and transform how we approach discipline, ensuring every student has the opportunity to thrive. Bulk Orders: https://www.connectedd.org/bulk-orders — Need a Presenter for a conference or school PD? Contact Brad Waid to book Joshua Stamper for your next event on Improving Student Behavior, Impacting School Mental Health, or Creating healthy habits. -- Follow the Host, Joshua Stamper: Contact:https://joshstamper.com/contact/Twitter:www.twitter.com/Joshua__StamperInstagram:www.instagram.com/joshua__stamperLinkedin:www.linkedin.com/in/joshua-stamperFacebook:https://www.facebook.com/AspirePodcastSubscribe:https://podcasts.apple.com/us/podcast/aspire-the-leadership-development-podcast/id1384210762?mt=2 Aspire to Lead Won the FireBird Award! I'm happy to announce that my book, “Aspire to Lead”, won the 2022 Leadership Book Award from Speak Up Talk Radio! It is a great honor to get this kind of recognition and I really appreciate all your support! The book is available for purchase on Amazon. https://www.amazon.com/gp/product/1953852386/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1953852386&linkCode=as2&tag=aspirewebsite-20&linkId=0d9c336e3db6ab16cbb08421ef3e4175 Review the Podcast I want to give a huge shout out to those who have taken the time to provide a review on Apple, Spotify or any other podcast platform. It truly means the world to me that you would take the 30- 90 seconds to share how the podcast has positively impacted you or why other educators should check out the show. This post contains affiliate links. When you make a purchase through these links, The Aspire Podcast gets a small percentage of the sale at no extra cost to you. Teach Better Podcast Network This podcast is a part of the Teach Better Podcast Network. Explore the Teach Better Podcast Network—your hub for insightful conversations covering diverse education topics. Our podcasts empower educators, fostering progressive, student-focused classrooms. Choose a podcast, subscribe, and dive into recent episodes now at https://www.teachbetterpodcastnetwork.com/

This week the CEO of 8th Ave Productions comes by and we discuss content creation in this era and how it looked back in the 90's and early 2000's Kween Bunny gets a lesson why people say they did less and made more money back then.watch the full video episode ⁠⁠⁠⁠⁠⁠https://tinylf.com/qEOiWRZkp4GCyU9⁠⁠⁠⁠⁠⁠Host: Kween Bunny B.⁠⁠⁠⁠https://x.com/BunnyB_HTX2⁠⁠⁠⁠⁠⁠⁠⁠linktree.com/kweenbunnyb⁠Guest: 8th AVE Productions8th Ave Entertainment NYC (@8thAveAdult) / X

FP&A & AI Software Showcase: Explore Leading ToolsFP&A leaders are embracing AI, and we're here to help. On May 21st, I'll host the FP&A & AI Software Showcase, featuring FP&A planning and AI tools like Concourse, Sapien, Drivetrain, and Una AI. Join us for live demos, insights, and no sales pressure.Register today: www.thefpandaguy.com/fpa-software-showcaseIn this episode of FP&A Unlocked, Paul Barnhurst speaks with Michael Gould, a technology entrepreneur and founder of Kaleidoscope, about his extensive experience in financial planning and modelling. Michael shares insights from his 40+ years in the industry, including his work with Anaplan, and discusses how modern finance teams can break free from the limitations of spreadsheets and legacy systems.Michael Gould is a technology entrepreneur and software engineer with over 40 years of experience in financial planning and modeling systems. After studying Mathematics and Computation at the University of Oxford, Michael co-created Adaytum, a leading business planning platform, and later founded Anaplan, a globally successful enterprise planning platform that became a British tech unicorn. Today, he is the founder of Kaleidoscope, focusing on rethinking financial modeling for modern teams and continuing to pioneer innovations that drive better decision-making in business. .Expect to Learn:The challenges and complexities of modern financial modellingHow Kaleidoscope is helping businesses move beyond spreadsheetsMichael's journey from IBM to Anaplan and now KaleidoscopeThe importance of understanding business processes in financial modellingHow AI is impacting the financial modeling landscapeHere are a few relevant quotes from the episode:“The key to financial modeling is representing the complexity of a business without over-simplifying it.” – Michael Gould“AI is a powerful tool, but it's the data context that drives the real value.” – Michael GouldGlenn explains that career growth in FP&A is no longer about following a fixed path or relying on credentials. It comes from building relationships, gaining real experience, and understanding how the business works. He also highlights that strong professionals go beyond numbers by connecting financial results to real business drivers and supporting better decisions.Follow Michael:LinkedIn: https://www.linkedin.com/in/migould/Website: https://www.kaleidoscope.com/?utm_source=partner_fpandaguys&utm_medium=podcast&utm_campaign=interviewEarn Your CPE Credit For CPE credit, please go to earmarkcpe.com, listen to the episode, download the app, answer a few questions, and earn your CPE certification. To earn education credits for the FPAC Certificate, take the quiz on earmark and contact Paul Barnhurst for further details.In Today's Episode[00:00] – Trailer[06:00] – Challenges of Multi-Dimensional Modelling[12:00] – Transitioning to Anaplan[15:00] – Kaleidoscope's Mission to Help Small Businesses[21:00] – The Role of AI in Financial Modelling[27:00] – The Future of Financial Modelling[33:00] – Key Learnings from the Entrepreneurial Journey[39:00] – How AI is Changing Financial Decision-Making[45:00] – Overcoming the Data Challenges in Finance[51:00] – Final Thoughts on Innovation and Future Trends in Finance[57:00] – Conclusion and Key Takeaways

Learning to teach math teachers better with members of the Rethinking Grades Community Circle, Dr. Angela Broaddus, Professor of Mathematics, at Benedictine College, Dr. Alyson Lischka, Professor of Mathematics Education at Middle Tennessee State University, Dr. Joshua Hertel, Professor of Mathematics at the University of Wisconsin - La Crosse, Dr. Amanda Meiners, Assistant Professor of Mathematics Education, at Northwest Missouri State University, and Dr. Lisa Hawley, Assistant Professor of Mathematics Education, at Grand Valley State University. Links Temple Walkowiak and AMTE Community Circles Personal Finance for Educators Substack from Josh Hertel Amidon Planet E123: Thriving as an Educator -Balancing Passion, Life, and Finances with Josh HertelSpecial Guests: Alyson Lischka, Amanda Meiners, Angela Broaddus, Joshua Hertel, and Lisa Hawley.

In math education, there are a lot of terms that get used interchangeably—unpacking standards, planning units, designing lessons. But for many teachers, it's not always clear how these pieces fit together. Are they all the same thing, or is there an important difference that impacts how we teach?At first glance, it might seem like lesson planning is simply following a resource or turning the page in a curriculum. But without a clear understanding of the standard—the destination we're aiming for—it becomes difficult to make intentional decisions during instruction. When teachers aren't clear on what success actually looks like, it limits their ability to question effectively, give meaningful feedback, and gather evidence of student understanding. Whether you're using a high-quality resource or building lessons from scratch, clarity around the standard is what connects everything together.In this episode, you'll explore:The difference between unpacking a standard, planning a unit, and designing a lessonWhy standards should be viewed as the destination for learningHow teacher clarity impacts student successWhat it really means to “unpack” a standardHow to define success criteria and identify evidence of learningWhy collaboration is key to strengthening this workIf you've ever wondered whether you're truly planning with purpose—or just following a resource—this episode will help you rethink your approach and bring more clarity to your math instruction.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.

Charles Frischer and Asheef Lalani stop by The Business Brew to update the listeners on Fairfax Financial. They originally came on the program on 7/20/2023 when the stock was quite unloved. Bill asked them to return to the program after almost 3 years of ownership and fresh off the annual meeting. We hope the episode provides a good update to the first. Asheef Lalani as an independent director to the board of Sailfish Royalty Corp. Mr. Lalani graduated from the University of Waterloo with a Bachelor of Mathematics and Masters of Accounting, earned the CA/CPA designation in 2002 and is a CFA charterholder since 2003. Asheef first started his career with PricewaterhouseCoopers in 1998 and went on to become a portfolio manager at UBS Securities. Currently, Mr. Lalani is the Chief Investment Officer at Berczy Park Capital – a private family office in Toronto, Canada.Charles Frischer is General Partner of LFF Partners, a family office based in Seattle. Mr. Frischer was a multi-family loan underwriter and originator at Capri Capital for 10 years. As a Principal at Zephyr for 4 years, he was responsible for the asset management of more than 5,000 multi-family units and all related financings of the portfolio. Frischer sits on the Board of Kingsway Financial and Altisource Asset Management. He attended his first Berkshire annual meeting in 1998, his first Market annual meeting in 1999 and his first Fairfax annual meeting in 2010. He holds an B.A. in Government from the College of Arts and Sciences from Cornell University.  Sponsorship InformationThank you to ⁠⁠⁠⁠⁠⁠⁠⁠⁠Trata⁠⁠⁠⁠⁠⁠⁠⁠⁠ for sponsoring the show.If you're listening to this podcast, you'll like Trata. Trata is buyside to buyside conversations on individual stocks. Trata makes finding a bull or bear on any stock as easy as clicking two buttons. Over 125 funds globally contribute that collectively cover 2000+ tickers. Trata raised over $3mm coming out of Y Combinator. Before you would track 13Fs, now you can understand what funds are actually thinking. You can join as a lurker or you can join as a contributor and Trata will pay you hundreds of dollars per call. For a free trial, go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠trytrata.com/brew⁠⁠⁠⁠⁠⁠⁠⁠⁠ OG Sponsor Shoutout:Thank you to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Fiscal.ai⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ for sponsoring the show. DISCOUNT INFO: If you use the affiliate link ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠fiscal.ai/brew⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠, you will automatically get 2 weeks of Fiscal Pro for Free and if you find that you want to upgrade, my link will get you 15% off any paid plans. About ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Fiscal.ai⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Fiscal.ai⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ is the complete modern data terminal for global equities.The ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Fiscal.ai⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ platform combines a powerful user experience with all the financial data capabilities that professional investors need. Users get up to 20 years of historical financials for all stocks globally that they can easily chart, compare, or export into their own models. And unlike legacy data terminals where it can take hours or even days, ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Fiscal.ai⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠'s data is updated within minutes of earnings reports. ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Fiscal.ai⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ also tracks all the company-specific Segment & KPI data so you don't have to. Like to track Amazon's Cloud Revenue? They've got it.How about Spotify's premium subscribers? Or Google's quarterly paid clicks?They've got all of it.

In the late 1600s, a book was published satirizing politics in Europe. Published two decades after the end of the 30 Years' War, it focuses on the power of the Holy Roman Empire. That book's impact on statistics is the focus of this episode of stats and stories, with guest Wallace Ferguson. Wallace Ferguson has taught mathematics and statistics at Chatham and Clarendon Grammar School, Kent, England since 1994. He writes book reviews for the Institute of Mathematics and Its Applications, which are published in their journal, ‘Mathematics Today'. His interests include statistical etymology and his article ‘Microscopium statisticum and the etymology of statistics' was published in the February edition of Significance. Ferguson is currently working on a follow on article, ‘Literature, Politics and the Framing of the State, 1300 – 1648'. He was a member of The Royal Statistical Society History of Statistics committee from 2018 until this year.

Shun-ichi Amari received the Kyoto Prize in Advanced Technology, specifically in the field of Information Technology, for his work on neural network dynamics and learning theory. His studies also elucidate our understanding of brain activity in perceptual systems such as vision. Amari established a new academic field that he named “information geometry,” which considers statistical models and probability distribution, laying the foundation for the development of practical algorithms. His research plays an essential role in the evolution of artificial intelligence. Series: "Kyoto Prize Symposium" [Science] [Show ID: 41116]

In the thirteenth-century Mediterranean, commerce transformed as merchants shifted from Roman to Indo-Arabic numerals—an alternative that better facilitated complex calculations. It has long been known that this transition stemmed from Europe's increasing exchanges with India, Persia, and the Arabic world. Yet much remains to be understood about how Indo-Arabic numerals—and the practical arithmetic they enabled—actually spread across Europe. As Dr. Raffaele Danna shows in The Craft of Indo-Arabic Numerals: How Practical Arithmetic Shaped Commerce and Mathematics in Western Europe, 1200–1600 (Harvard University Press, 2026), it was hundreds of ordinary merchants, schoolmasters, and artisans who nurtured these changes, thereby driving key advances in both commerce and mathematics. Drawing on an original catalog of more than 1,200 practical arithmetic manuals, Dr. Danna charts the incremental spread of the new figures with unprecedented precision. While Italian merchants were the early adopters, it took nearly three centuries for Indo-Arabic numerals to become established in northern Europe. As Dr. Danna shows, adoption did not follow the routes of maritime trade. Rather, Indo-Arabic numerals moved gradually across the continent through inland networks of practitioners. Everywhere they went, the ten figures enhanced commercial practices and facilitated the emergence of a coherent language of mathematical craft. The growing social circulation of this knowledge, in turn, had a lasting impact on the economic trajectory of Western Europe. By the late sixteenth century, even academics were absorbing lessons from the vernacular tradition—a development that led to the first major breakthroughs in European mathematical theory since antiquity. Combining economic history with the social history of mathematics, The Craft of Indo-Arabic Numerals illuminates the integral role of practical arithmetic in both intellectual and commercial transformations across Western Europe. This interview was conducted by Dr. Miranda Melcher whose book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. You can find Miranda's interviews on New Books with Miranda Melcher, wherever you get your podcasts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

This week on the Profile we hear the rest of the remarkable story of Devin Squeri and how Jesus lead him through a difficult two-year existential crisis. You'll hear how Devin came across our Atheist & Christian Book Club and how he ended up reading one of our ministry's books The Story of the Cosmos - How the Heavens Declare the Glory of God. Devin is the author of The Doubt Project - A Crisis of Faith, the Battles, and the Answers. If you or someone you know is going through a difficult time of doubt, this is an episode you don't want to miss and definitely can share with a friend or loved one. Devin Squeri, born and raised in New York, graduated with degrees in Physics and Mathematics from the State University of New York at Albany. His professional journey is highlighted by his founding of a human resources information systems company in 1997. In addition to his endeavors in technology, Mr. Squeri is an active real estate investor, home builder, and land developer. With a master's in overthinking and a doctorate in New York skepticism, he is deeply committed to rigorous analysis, critical thinking, and the pursuit of truth in all things.Devin is blessed to be married to Paige, and together they are the parents of four daughters and two Labradors. Their carnival of a family is based in Frisco, Texas—a suburb of Dallas.If you'd like to contact Devin, please do so. He welcomes the correspondence! You can reach him at ds@padhousing.com. A great Christian resource for those struggling with doubt, from ministry friends of Watchman Fellowship, visit TalkAboutDoubts.com.  Free Watchman Profile articles on topics mentioned on the broadcast. The profiles provide an overview of the person and ideas as well as a concise biblical response. Charles DarwinNaturalismScientismDeconstructionAtheismCarl Sagan's CosmosRichard DawkinsNihilismAdditional Resources:FREE: We are also offering a subscription to our 4-page bimonthly Profiles here: www.watchman.org/FreePROFILE NOTEBOOK: Order the complete collection of Watchman Fellowship Profiles (two volumes totalling over 700 pages -- from Astrology to Zen Buddhism) in either printed or PDF formats here: www.watchman.org/NotebookSUPPORT: Help us create more content like this. Make a tax-deductible donation here: www.watchman.org/GiveApologetics Profile is a ministry of Watchman Fellowship For more information, visit www.watchman.org © 2026 Watchman Fellowship, Inc.

Juli Dixon from the University of Central Florida discusses her career in mathematics education, going back to her intentions as a 7th grader, her work across the grade levels and adult education, problem solving, geometric transformations, multilingual learners, and sociomathematical norms. Juli's website: https://www.dnamath.com/  Juli's book series: Solution Tree "Making Sense of Mathematics for Teaching" List of episodes 

Hosts Fran Chismar and Tom Knezick connect with Doug Tallamy (Author, Homegrown National Park, and Professor in the Department of Entomology and Wildlife Ecology at the University of Delaware), Michael Curran (CEO Abnova Ecological Solutions) and Timothy Robinson (Professor in the University of Wyoming Department of Mathematics and Statistics) to discuss collaboration in ecology.  Topics include the collaboration between our guests, influence and legacy, the importance of funding and results, Climate Change, and AI in research. Music by Egocentric Plastic Men, Outro music by Dave Bennett. Follow Doug Tallamy Here. Join A Homegrown National Park Here. Follow Abnova Ecological Solutions Here. Follow Timothy J Robinson Here. Have a question or a comment?  Call (215) 346-6189. Follow Native Plants Healthy Planet – Website / Instagram / Facebook / YouTube Follow Fran Chismar Here. Buy a T-shirt, spread the message, and do some good. Visit our store Here! Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Madeleine Finlay sits down with science editor Ian Sample to hear about some of the winners of the Breakthrough Prize, which held its ceremony in LA last weekend. Each prize is worth $3m and they're awarded in physics, maths and life sciences. Madeleine and Ian hear from molecular biologist Jean Bennett, who shared a life sciences prize for her work developing the world's first FDA-approved gene augmented therapy for sight loss. She explains how a chance encounter while dissecting a brain in medical school led her on a 25-year journey to develop the treatment.. Help support our independent journalism at theguardian.com/sciencepod

Why can't local agreement scale to global truth? At the Mind at Large consciousness conference, hosted by the Center for Process Studies, I make the case using sheaf theory and physics — breaking down consciousness, free will, and the hard problem to show why sincerity beats any polished, totalizing philosophy. FOLLOW: - Spotify: https://open.spotify.com/show/4gL14b92xAErofYQA7bU4e - Substack: https://curtjaimungal.substack.com/subscribe - Twitter: https://twitter.com/TOEwithCurt - Discord Invite: https://discord.com/invite/kBcnfNVwqs - Crypto: https://commerce.coinbase.com/checkout/de803625-87d3-4300-ab6d-85d4258834a9 - PayPal: https://www.paypal.com/donate?hosted_button_id=XUBHNMFXUX5S4 TIMESTAMPS: - 00:00:00 - Intellectual Slogan Fatigue - 00:06:11 - The Reverse Elephant Metaphor - 00:11:12 - Local-to-Global Extension Failures - 00:16:13 - Three Senses of Irreducibility - 00:21:16 - Sheaf Theory and Obstructions - 00:26:30 - Hard Problem Formalizations - 00:31:36 - Averted Vision and Consciousness - 00:36:36 - Taxonomy of Everything - 00:41:39 - Pre-articulate Scientific Intimations - 00:46:45 - Speculative Philosophy and Humility - 00:51:47 - Ontological Significance of Vagueness LINKS MENTIONED: - Matthew Segall [TOE]: https://youtu.be/DeTm4fSXpbM - Jenann Ismael [TOE]: https://youtu.be/7kvXihDAOi0 - Aephraim Steinberg [TOE]: https://youtu.be/cOZ3Kto6NIc - The Third Option [TOE]: https://youtu.be/tJsghrZQaYU - Scott Aaronson & David Chalmers [TOE]: https://youtu.be/7PlmOXQ18jk - Curt Debunks "All Possible Paths" [TOE]: https://youtu.be/XcY3ZtgYis0 - Consciousness Iceberg [TOE]: https://youtu.be/65yjqIDghEk - Stephen Wolfram [TOE]: https://youtu.be/FkYer0xP37E - Karl Friston [TOE]: https://youtu.be/uk4NZorRjCo - Michael Levin [TOE]: https://youtu.be/c8iFtaltX-s - Geoffrey Hinton [TOE]: https://youtu.be/b_DUft-BdIE - Noam Chomsky [TOE]: https://www.youtube.com/playlist?list=PLZ7ikzmc6zlORiRfcaQe8ZdxKxF-e2BCY - Anna Ciaunica & Michael Levin [TOE]: https://youtu.be/2aLhkm6QUgA - Mind-at-Large Project: https://ctr4process.org/mind-at-large/ - Process and Reality [Book]: https://amazon.com/dp/0029345707?tag=toe08-20 - The Structure of Science [Book]: https://amazon.com/dp/0915144719?tag=toe08-20 - Sorites Paradox: https://plato.stanford.edu/entries/sorites-paradox/ - The Mathematics of Self [Article]: https://curtjaimungal.substack.com/p/the-mathematics-of-self-why-you-can - Gödel, Escher, Bach [Book]: https://amazon.com/dp/0465026567?tag=toe08-20 - Sheaf (Mathematics): https://en.wikipedia.org/wiki/Sheaf_(mathematics) - Counterexamples in Topology [Book]: https://amazon.com/dp/048668735X?tag=toe08-20 - Process Philosophy: https://plato.stanford.edu/entries/process-philosophy/ - Consciousness Explained [Book]: https://amazon.com/dp/0316180661?tag=toe08-20 - The Conscious Mind [Book]: https://amazon.com/dp/0195117891?tag=toe08-20 - Matter and Memory [Book]: https://amazon.com/dp/1420937804?tag=toe08-20 - Boiling Frog: https://en.wikipedia.org/wiki/Boiling_frog - Peano's Axioms: https://mathworld.wolfram.com/PeanosAxioms.html - Aharonov-Bohm Effect: https://en.wikipedia.org/wiki/Aharonov%E2%80%93Bohm_effect More links at https://curtjaimungal.substack.com Guests do not pay to appear. #science Learn more about your ad choices. Visit megaphone.fm/adchoices

In this message from April 19th, 2026, Pastor Robby Gallaty examines the process of selecting a lamb for sacrifice. Speaker: Robby Gallaty