Podcasts about Mathematics education

Guests:Dr Scott Cameron is a Lecturer in Mathematics Education at the Faculty of Education with an interest in using technology and AI to support teaching and learning.Dr Carmel Mesiti is a Senior Lecturer at the Faculty of Education and expert in mathematics pedagogies for both primary and secondary education.Mr Luke Clift is a practicing teacher at Kardinia International College, trialling AI in lesson planning and its use and impact in the classroom.Description:In this episode, Dr Sophie Specjal explores the evolving role of AI in mathematics education with Dr Scott Cameron, Dr Carmel Mesiti, and Mr Luke Clift. Together, they unpack the opportunities and challenges of using tools like ChatGPT for lesson planning, teacher workload, and student engagement. Drawing on research and classroom experience, the guests discuss the variability of AI-generated content, the importance of critical reflection, and the ethical implications of AI use in schools. This conversation offers valuable insights for educators across all disciplines.

Learning to teach math teachers better with Dr. Gina Wilson, Knowles Teacher Initiative Program Officer of Teacher Development and Dr. Ayanna Perry, Director of Outreach and Dissemination, as we discuss supporting early career mathematics teachers and the professional development of teachers outside of higher education. Links from the episode Knowles Teacher Initiative (https://knowlesteachers.org/) Knowles Teaching Fellowship (https://knowlesteachers.org/teaching-fellowship) Knowles Academy (https://knowlesteachers.org/professional-learning) Knowles Annual Conference (https://knowlesteachers.org/annual-conference) Five to Thrive Series from Corwin (https://www.corwin.com/landing-pages/five-to-thrive-series?srsltid=AfmBOooIErSKqgBQnpGPBSfApHlKXHdCVHQTzCibmd8OdhLstekAxbi1) The Art of Coaching: Effective Strategies for School Transformation (https://www.google.com/books/edition/The_Art_of_Coaching/m_kZ7eO2q9UC?hl=en&gbpv=0) Mathematics Teacher Education Partnership (https://linktr.ee/mtep2.0) Special Guests: Ayanna Perry and Gina Wilson.

I am joined by Dr. Peter Liljedahl, author of Building the Thinking Classroom. Dr. Peter Liljedahl is Professor of Mathematics Education in the Faculty of Education, and an associate member in the Department of Mathematics, at Simon Fraser University in Canada. He is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. He is a member of the executive of the British Columbia Mathematics Teachers Association (BCAMT) and current president of the International Group for the Psychology of Mathematics Education. He consults regularly with teachers, schools, school districts, and ministries of education on issues of teaching and learning, thinking classrooms, assessment, and numeracy.

Math professional development is everywhere—but is it actually helping teachers grow? In this episode, we explore Jim Knight's Outside-In and Inside-Out models of professional learning, diving into why traditional top-down math PD often fails to make an impact and what happens when teachers take the lead in their own learning. Learn how math PD can shift from being a checkbox to a catalyst for real change by aligning with the everyday challenges math teachers face and the students they serve. Whether you lead math PD or participate in it, this conversation will reshape how you think about growth.Key Takeaways:Why outside-in math PD often falls flat, even when strategies are research-based.The power of inside-out math PD in addressing real student needs and fostering ownership.How math leaders and math coaches can support more personalized, impactful professional learning.The role of teacher autonomy and reflection in creating lasting change.Simple shifts to make math PD more relevant, responsive, and effective.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 & UnitsShow NotesLove the show? Text us your big takeaway!Get a Customized Math Improvement Plan For Your District.Are you district leader for mathematics? Take the 12 minute assessment and you'll get a free, customized improvement plan to shape and grow the 6 parts of any strong mathematics program.Take the assessmentAre you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Learning to teach math teachers better with Dr. Farshid Safi, K-12 Math Educator, Associate Director for Teaching and Service and Associate Professor in the School of Teacher Education at the University of Central Florida, as well as the President of the Association of Mathematics Teacher Educators. We discuss with Farshid the upcoming 2026 conference and how AMTE is continuing to live out its mission and position statements. Links from the episode AMTE Mission and Long Term Goals (https://amte.net/about) AMTE Position Statements (https://amte.net/positions) 2026 AMTE Annual Conference in Portland, OR (https://amte.net/content/2026-annual-amte-conference) Teaching Math Teaching Episode 47 - Farshid Safi: Sense-Making and Adjusting (https://www.teachingmathteachingpodcast.com/47) AMTE Awards (https://amte.net/about/awards) AMTE Affiliate Directory (https://amte.net/affiliates/directory) The Transition Years Podcast Series (https://amidonplanet.com/transitionyears/) Poem by Sa'adi (Persia, 13th Century), translation by M. Aryanpoor: (https://englisifarsi.com/blogs/news/saadi-poem-placed-at-the-entrance-of-the-united-nations-building-nyc?srsltid=AfmBOoqxtVuKuujoDjYmmZFUbQRLcooEftjkEu7Au3saKYc-57oq0rjE) Human beings are members of a whole, In creation of one essence and soul. If one member is afflicted with pain, Other members uneasy will remain. If you've no sympathy for human pain, The name of human you cannot retain! Special Guest: Farshid Safi.

Sign up for our weekly newsletter here! Can math truly be a canvas for creativity in the educational landscape, reshaping mindsets and unlocking diverse potentials? In this episode of the Fueling Creativity in Education Podcast, Dr. Jo Boaler delves into transforming the way we perceive and teach math, advocating for a more creative, equitable, and connected approach. Dr. Boaler, a professor at Stanford, emphasizes the importance of moving beyond traditional methods that focus solely on numerical calculation towards fostering a more holistic understanding of math's visual and interdisciplinary nature. She highlights the significant barriers of current math education systems, which often stifle diversity in STEM fields. By introducing big ideas and encouraging visual and creative problem-solving, Dr. Boaler argues for a learning process where students actively engage, reflect, and grow through struggle. This approach not only boosts math achievement but also reflects positively on other academic areas. The discussion touches on practical classroom strategies, the importance of struggle in learning, and broader implications for educational diversity. About Dr. Jo Boaler: Dr. Jo Boaler is a Professor of Education at Stanford University and previously held the title of Marie Curie Professor of Mathematics Education in England. With a career that began in teaching mathematics in London, Dr. Boaler has become an influential figure in math education, authoring 19 books and numerous articles. Her innovative work has been recognized by the BBC as one of eight educators transforming education and by delivering presentations at the White House on Women and Girls in Education. She actively engages in projects aimed at reshaping math education, notably co-founding the You Cubed platform and contributing as a writer to the California Mathematics Framework. Eager to bring more creativity into your school district? Check out our sponsor Curiosity2Create.org and join their Creativity Network for Educators at Curiosity2Connect! Check out our Podcast Website to dive deeper into Creativity in Education! For more information on Creativity in Education, check out: Matt's Website: Worwood Classroom Cyndi's Website: Creativity and Education

Learning to teach math teachers better with Dr. Karen Karp, as she shares her experiences and advice on being a mathematics teacher educator. She also shares her work at the intersection of special education and mathematics education, and opportunities for professional growth through the Mathematics Education Trust. Links from the Episode Karen Karp's Website (https://www.mathbykarp.com/) Mathematics Education Trust (MET) Grants and Awards website (https://www.nctm.org/Grants/) NCTM MET Grant information for all audiences -- PDF (https://docs.google.com/document/d/1aLVMJ1TZeNo0p7i1PMfCuoijhTEZvJJS/edit?usp=drive_link&ouid=110880504059106616777&rtpof=true&sd=true) NCTM MET Grant Information for MTEs – PDF (https://drive.google.com/file/d/12Fquw1IvU8h2POtQjPwMrie_UgrCg9IQ/view?usp=drive_link) MET Spring Grants Webinar (https://www.nctm.org/online-learning/Webinars/Details/746) MET Lifetime Achievement Award (https://www.nctm.org/Grants-and-Awards/Lifetime-Achievement-Award/) Donate to MET! (https://www.nctm.org/Donate/) Karp, K., Fennell, F., Kobett, B., Andrews, D. Knighten, L. & Suh, J. (In press for September 2025) Proactive Mathematics Interventions: Priming for Success through Engaging Tasks and Purposeful Design for Grades 2-5. Corwin. NCTM Annual Preconference Institute – Wednesday, October 15, 2025 Developing Proactive Interventions that Engage – Priming Students for Success Grades 1-5 This all-day institute focuses on planning and implementing proactive interventions for students with disabilities or significant learning gaps in grades 1-5. Using evidence-based strategies such as concrete/semi-concrete/abstract (CSA), participants will learn how to help students develop a balanced understanding of mathematics concepts and skills with a focus on number and operations and algebraic thinking. A new model called Priming will be shared and participants will experience classroom-tested tasks that create robust learning opportunities and avoid the “teaching as telling” approach. Resources and instructional strategies shared will support lasting learning by building from students' strengths and avoiding “rules that expire.” Elementary and Middle School Mathematics: Teaching Developmentally, 11th edition The Van de Walle, Karp, and Bay Williams Mathematics Methods Book – just won the 2025 Textbook & Academic Authors Association (TAA) McGuffey Longevity Award (https://www.pearson.com/en-us/subject-catalog/p/elementary-and-middle-school-mathematics-teaching-developmentally/P200000001979/9780136818038?srsltid=AfmBOoqnu0BFDZvgYXYhYK8Z9nAmNyOMkinVhnH1N5eXfS1BnewE9yfr) The Math Pact Series with Sarah Bush and Barbara Dougherty (https://www.nctm.org/store/mathpact/) AMTE Community Circles (https://amte.net/content/amte-community-circles) Special Guest: Karen Karp.

Learning to teach math teachers better with Dr. Elham Kazemi, Professor in the College of Education at the University of Washington, as she shares her advice and expertise on being a mathematics teacher educator, and her perspective on helping educational leaders make space for good mathematics teaching to happen in schools. Links from the episode: Elham's Faculty page at the University of Washington (https://education.uw.edu/about/directory/elham-kazemi) TMT Episode 99: Rodrigo Gutiérrez and Melissa Hosten: Being Responsive and Engaged to Elevate the Work of Math Teachers (https://www.teachingmathteachingpodcast.com/99) Megan Franke's Math Ed Podcast episode (https://www.podomatic.com/podcasts/mathed/episodes/2014-03-14T09_11_46-07_00) Learning Together: Organizing Schools for Teacher and Student Learning by Elham Kazemi, Jessica Calabrese, Teresa Lind, Becca Lewis, Alison Fox Resnick and Lynsey K. Gibbons (https://hep.gse.harvard.edu/9781682539194/learning-together/) Intentional Talk: How to Structure and Lead Productive Mathematical Discussions By Elham Kazemi, Allison Hintz (2nd Edition Coming Soon) (https://www.routledge.com/Intentional-Talk-How-to-Structure-and-Lead-Productive-Mathematical-Discussions/Kazemi-Hintz/p/book/9781571109767?srsltid=AfmBOookJh-vCReUrhraOvIKmraXQFl0YPMzqzJGGJwR3g_Wu_unBcEC) Yeh, C., Rigby, L., Huerta, S., & Engelhard, C. (2024). Culturally sustaining universal design for mathematics learning. Mathematics Teacher: Learning and Teaching PK-12, 117, 792-801. https://doi.org/10.5951/MTLT.2023.0364 Lincoln-Moore, C., Howse, T., Strong, J., Jones, S., Seda, P., Kebreab. L. (2024, September 23). Black Womxn in Mathematics Education (BWXME) presents Teach and Think like a BLACK Woman: Learning How to Engage and Connect with Marginalized Students [Conference presentation]. National Council of Supervisors of Mathematics (NCSM). Chicago, IL, United States. Lampert, M. (2001). Teaching Problems and the Problems of Teaching. Yale University Press. http://www.jstor.org/stable/j.ctt32bpsx Slow Productivity: The Lost Art of Accomplishment without Burnout by Cal Newport (https://calnewport.com/my-new-book-slow-productivity/) Teachers Empowered to Advance Change in Mathematics Project (TEACH Math Project) (https://teachmath.info/) Teacher Education by Design (https://tedd.org/) Upcoming talk at TERC https://www.terc.edu/mathequityforum/past-events/

Prof Loyiso Nongxa, Emeritus Professor of Mathematics at WITS, joins John Maytham to discuss the life and legacy of Dr. Joseph Albert Mashite Mokoena, the first Black South African to earn a PhD in Mathematics. As a key speaker at an upcoming event in Mokoena’s honour, Prof Nongxa reflects on Mokoena’s ground-breaking academic achievements, his contributions to Mathematics education across Africa, and his role in the liberation movement. Date & Time: Monday, 10 March 2025 | 16h00–17h00 Venues: Neelsie Cinema, Stellenbosch University & Online, Recording: Available later on the NITheCS YouTube channelSee omnystudio.com/listener for privacy information.

Matt previews public hearings and work sessions for the week of March 3, 2025.Public Hearings:LD 46, HP0010An Act to Establish a Grant Program to Increase Postsecondary Educational Opportunities for Students with Intellectual or Developmental Disabilities or Autism Spectrum Disorder - Rep. Kelly Murphy of Scarborough - EmergencyLD 198, SP0085An Act to Prohibit the University of Maine System Campus Police from Issuing a Citation or Summons Related to a Parking Violation to a Visitor of the University of Maine System - Sen. James Libby of CumberlandLD 375, SP0170An Act to Require the University of Maine School of Law to Provide an Online Degree Program - Sen. Trey Stewart of AroostookLD 377, SP0133An Act to Establish a University of Maine Medical School and to Dedicate Funds from Raising the Cigarette Tax to the School - Sen. Joseph Baldacci of PenobscotLD 457, SP0190An Act to Fund Climate Resiliency Projects Related to the Repair of Campus Infrastructure Used for Active Transportation and Outdoor Recreation - Sen. Anne Carney of CumberlandLD 471, SP0210Resolve, to Establish a Pilot Program to Expand Intensive English Language Learner Programs - Sen. Joseph Rafferty of YorkWork Sessions for March 5, 2025LD 34, SP0053An Act to Increase the Minimum Salary for Teachers - Sen. Teresa Pierce of CumberlandLD 71, HP0035An Act Regarding Special Education Funding - Rep. Kristi Mathieson of KitteryLD 98, HP0063An Act to Include School Counselors in the Educators for Maine Program - Rep. Michael Brennan of PortlandLD 181, HP0114An Act to Modify the Calculation of Pupil Counts Used for Determination of School Administrative Unit Operating Costs - Rep. Will Tuell of East MachiasLD 193, HP0126An Act to Fund Students in Maine Schools Who Are Experiencing Homelessness - Rep. Marshall Archer of SacoLD 501, HP0330An Act to Fairly Fund School Administrative Units for Economically Disadvantaged Students - Rep. Kristen Cloutier of LewistonWork Sessions for March 6, 2025LD 74, HP0038An Act to Update the System of Learning Results Review Timeline - Rep. Michael Brennan of PortlandLD 78, HP0042An Act to Require Elementary School Students to Learn Cursive Writing - Rep. Joseph Underwood of Presque IsleLD 360, SP0151An Act Supporting the Dirigo Reads Literacy Program - Sen. Joseph Baldacci of PenobscotLD 370, SP0162An Act to Raise the Minimum State Standard for Mathematics Education for a High School Diploma - Sen. James Libby of CumberlandLD 396, SP0182An Act to Provide for a Later Starting Time for High Schools - President. Matthea Daughtry of CumberlandLD 543, HP0362An Act to Enhance Maine's Wildlife Conservation Efforts and Preserve Maine's Sporting Heritage by Requiring Hunter Safety Education in Schools - Rep. Donald Ardell of Monticello

Learning to teach mathematics teachers better with Dr. Daniel Edelen, Assistant Professor in the College of Education & Human Development at Georgia State University, as he shares strategies and mindsets for recognizing the brilliance of young children, centering them and their experiences, and developing empathy as a teacher and teacher educator. He is an ethnographer who is passionate about understanding how children understand, create, and navigate authority, autonomy, and agency in the classroom, particularly in settings where the content relates to STEM and STEAM. Show notes: Authority Research The social construction of authorities: An interactional ethnographic examination of positional legitimacy (https://doi.org/10.1016/j.linged.2023.101177) Authority and positionings in elementary mathematics: An interactional ethnographic approach (https://doi.org/10.1016/j.lcsi.2024.100866) Untangling Classroom Positionings: An Instrumental Case Unpacking Positioning Theory in Mathematics Education (https://www.tandfonline.com/doi/full/10.1080/19477503.2022.2038470) STEM/STEAM STEM Rocks Research Collective (https://www.mdpi.com/2227-7102/14/9/947) Elementary students' STEAM perceptions: Extending frames of reference through transformative learning experiences (https://www.journals.uchicago.edu/doi/abs/10.1086/708642) Moving toward shared realities through empathy in mathematical modeling: An ecological systems theory approach (https://doi.org/10.1111/ssm.12395) Humanistic STE(A)M instruction through empathy: leveraging design thinking to improve society (https://doi.org/10.1080/1554480X.2022.2147937) “No, This Is Not My Boyfriend's Computer”: Elevating the Voices of Youth in STEM Education Research Leveraging Photo-Elicitation (https://link.springer.com/article/10.1007/s41979-024-00118-z) Centering Students in Transdisciplinary STEAM Using Positioning Theory (https://ejrsme.icrsme.com/article/view/21861) Special Guest: Daniel Edelen.

Engaging students in meaningful thinking and learning is essential for effective education. We explore the principles of creating a thinking classroom with Dr. Peter Liljeddahl, emphasizing the importance of collaboration, purposeful tasks, and a supportive learning environment.What we'll cover...- Discussion of non-thinking behaviors observed in traditional classrooms  - Introduction to the 14 key practices for building thinking classrooms  - Importance of random group formations for collaborative learning  - Strategies for implementing thinking tasks into classroom routines  - The role of teacher-student dynamics in fostering engagement  - Emphasis on valuing mistakes as learning opportunities  - How to incorporate playful and non-curricular tasks into learning  - Insights into Dr. Liljedahl's further resources and booksIf you enjoyed this conversation, be sure to subscribe for more insights on transforming education through innovative practices!About our guest...Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education and an associate member in the Department of Mathematics at Simon Fraser University in Vancouver, Canada. Dr. Liljedahl has authored or co-authored 9 books, 26 book chapters, 27 journal articles, and over 50 conference papers. His research interests are creativity, insight, and discovery in mathematics teaching and learning and teacher development. He consults regularly with schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy. Connect with Peter...Building Thinking Classrooms - the book!Got a story to share or question you want us to answer? Send us a message!About the podcastThe KindlED Podcast explores the science of nurturing children's potential and creating empowering learning environments.Powered by Prenda Microschools, each episode offers actionable insights to help you ignite your child's love of learning. We'll dive into evidence-based tools and techniques that kindle young learners' curiosity, motivation, and well-being. Got a burning question?We're all ears! If you have a question or topic you'd love our hosts to tackle, please send it to podcast@prenda.com. Let's dive into the conversation together!Important links:• Connect with us on social • Subscribe to The Sunday Spark• Get our free literacy curriculum Interested in starting a microschool?Prenda provides all the tools and support you need to start and run an amazing microschool. Create a free Prenda World account to start designing your future microschool today. More info at ➡️ Prenda.com or if you're ready to get going ➡️ Start My Microschool

Matt previews public hearings for:Judiciary Committee:LD 537 An Act to Prohibit the Doxing of a Minor and to Authorize a Related Civil Action - Rep. Melanie Sachs of FreeportEducation and Cultural Affairs Committee:LD 34 An Act to Increase the Minimum Salary for Teachers - Sen. Teresa Pierce of CumberlandLD 71  An Act Regarding Special Education Funding - Rep. Kristi Mathieson of KitteryLD 98 An Act to Include School Counselors in the Educators for Maine Program - Rep. Michael Brennan of PortlandLD 181 An Act to Modify the Calculation of Pupil Counts Used for Determination of School Administrative Unit Operating Costs - Rep. Will Tuell of East MachiasLD 193 An Act to Fund Students in Maine Schools Who Are Experiencing Homelessness - Rep. Marshall Archer of SacoLD 501 An Act to Fairly Fund School Administrative Units for Economically Disadvantaged Students - Rep. Kristen Cloutier of LewistonLD 74 An Act to Update the System of Learning Results Review Timeline - Rep. Michael Brennan of PortlandLD 78 An Act to Require Elementary School Students to Learn Cursive Writing - Rep. Joseph Underwood of Presque IsleLD 315 An Act to Add a Personal Finance Course to the State Graduation Requirements in High Schools - Rep. Ed Crockett of PortlandLD 360 An Act Supporting the Dirigo Reads Literacy Program - Sen. Joseph Baldacci of PenobscotLD 370 An Act to Raise the Minimum State Standard for Mathematics Education for a High School Diploma - Sen. James Libby of CumberlandLD 396 An Act to Provide for a Later Starting Time for High Schools - President. Matthea Daughtry of CumberlandLD 543An Act to Enhance Maine's Wildlife Conservation Efforts and Preserve Maine's Sporting Heritage by Requiring Hunter Safety Education in Schools - Rep. Donald Ardell of Monticello

Learning to teach math teachers better by engaging in a roundtable discussion around the Opening Session of the Annual Conference of the Association of Mathematics Teacher Educators, featuring Beth Herbel-Eisenmann, Nicol Howard, Lateefah Id-Deen, Carlos LópezLeiva, and Farshid Safi, titled “Moving Beyond Transactional Relationships in Educational Spaces.” Links from the episode: Service, Teaching, & Research (STaR) in Mathematics Education: Supporting Early Career Professionals (STaR Fellows Program) (https://amte.net/star) Support the STaR program and other opportunities for promoting mathematics teacher education from AMTE (https://amte.memberclicks.net/index.php?option=com_mcform&view=ngforms&id=2196874#!/) AMTE Community Circles (https://amte.net/content/amte-community-circles) AMTE Volunteer Form (https://amte.net/form/volunteer) Naomi Jessup

Dr. Karisma Morton, Understanding and Supporting Math Identity   ROUNDING UP: SEASON 3 | EPISODE 11 In this episode, we will explore the connection between identity and mathematics learning. We'll examine the factors that may have shaped our own identities and those of our students. We'll also discuss ways to practice affirming students' identities in mathematics instruction. BIOGRAPHIES Dr. Karisma Morton is an assistant professor of mathematics education at the University of North Texas. Her research explores elementary preservice teachers' ability to teach mathematics in equitable ways, particularly through the development of their critical racial consciousness. Findings from her research have been published in the Journal for Research in Mathematics Education and Educational Researcher. ​ RESOURCES The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices by Julia Aguirre, Karen Mayfield-Ingram, and Danny Martin Rough Draft Math: Revising to Learn by Amanda Jansen Olga Torres' “Rights of the Learner” framework Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms by Maria del Rosario Zavala and Julia Maria Aguirre TRANSCRIPT Mike Wallus: If someone asked you if you were good at math, what would you say, and what justification would you provide for your answer? Regardless of whether you said yes or no, there are some big assumptions baked into this question. In this episode, we're talking with Dr. Karisma Morton about the ways the mathematics identities we formed in childhood impact our instructional practices as adults and how we can support students' mathematical identity formation in the here and now.  Welcome to the podcast, Karisma. I am really excited to be talking with you about affirming our students' mathematics identities. Karisma: Oh, I am really, really excited to be here, Mike. Thank you so much for the invitation to come speak to your audience about this. Mike: As we were preparing for this podcast, one of the things that you mentioned was the need to move away from this idea that there are math people and nonmath people. While it may seem obvious to some folks, I'm wondering if you can talk about why is this such an important thing and what type of stance educators might adopt in its place? Karisma: So, the thing is, there is no such thing as a math person, right? We are all math people. And so, if we want to move away from this idea, it means moving away from the belief that people are inherently good or bad at math. The truth is, we all engage in mathematical activity every single day, whether we realize it or not. We are all mathematicians. And so, the key is, as math teachers, we want to remove that barrier in our classrooms that says that only some students are math capable.  In the math classroom, we can begin doing that by leveraging what students know mathematically, how they experience mathematics in their daily life. And then we as educators can then incorporate some of those types of activities into the everyday learning of math in our classrooms. So, the idea is to get students to realize they are capable math doers, that they are math people. And you're showing them the evidence that they are by bringing in what they're already doing. And not just that they are math doers, but that those peers that are also engaged in the classroom with them are capable math doers. And so, breaking down those barriers that say that some students are and some students aren't is really key. So, we are all math people. Mike: I love that sentiment. You know, I've seen you facilitate an activity with educators that I'm hoping that we could replicate on the podcast. You asked educators to sort themselves into one of four groups that best describe their experience when they were a learner of mathematics. And I'm wondering if you could read the categories aloud and then I'm going to ask our listeners to think about the description that best describes their own experiences. Karisma: OK, great. So, there are four groups. And so, if you believe that your experience is one where you dreaded math and you had an overall bad experience with it, then you would choose group 1. If you believe that math was difficult but you could solve problems with tutoring or help, then you would select group 2. If you found that math was easy because you were able to memorize and follow procedures but you had to practice a lot, then you'd be in group 3. And finally, if you had very few difficulties with math or you were kind of considered a math whiz, then you would select group 4. Mike: I had such a strong reaction when I participated in this activity for the first time. So, I have had my own reckoning with this experience, but I wonder what impact you've seen this have on educators. Why do it? What's the impact that you hope it has for someone who's participating? Karisma: Yeah. So, I would say that a key part of promoting that message that we started off talking about is for teachers to go back, to reflect. We have to have that experience of thinking about what it was like for us as math learners. Because oftentimes we go into the classroom and we're like, “All right, I got to do this thing.” But we don't take a minute to reflect: “What was it like for me as a math learner?” And I wanted to first also say that I did not develop this activity. This is not a Karisma original. I did see this presented at a math teacher-educator conference about five years ago by Jennifer Ward. I think she's at Kennesaw State [University] right now. But the premise is the same: We want to give teachers an opportunity to reflect over their own experiences as math learners as a good starting place for helping them to identify with each other and also with the students that they're teaching. And so, whenever I have this activity done, I have each of the participants reflect. And then they have conversations around why they chose what they chose. And this is the opportunity for them to have what we call “windows,” “mirrors,” and “sliding glass doors,” right? So, you either can see yourself in another person's experience and feel like, “Oh, I'm not alone here,” especially if it were a negative experience. Or you may get to see or take a glimpse into what someone else has experienced that was very different from your own and really get a chance to understand what it was like for them. They may have been the math whiz, and you're looking at them like they're an alien that fell from the sky because you're like, “How did that happen,” right? But you can begin to have those kinds of conversations: “Why was it like this for you?” and “It wasn't like that for me.” Or “It was the same for me, but what did it look like in your instance versus my instance?”  I honestly feel like sometimes people don't realize that their experience is not necessarily unique, especially if it's coming from a math trauma perspective. Some people don't want to talk about their experience because they feel like it was just theirs. But they sometimes can begin to realize that, “Hey, you had that experience too, and let's kind of break down what that means.” Do you want to be that type of teacher? Do you want to create the type of environment where you felt like you weren't a capable math doer? So powerful, powerful exercise. I encourage your listeners to try it with a group of friends or colleagues at work and really have that conversation. Mike: Gosh, I'm just processing this. One of the things that I keep going back to is you challenging us to discard the idea that some people are inherently good at math and other people are not. And I'm making a connection that if I'm a person who identified with group 1, where I dreaded math and it was really a rough experience, what does it mean for me to discard the idea that some people are inherently good or inherently not good at math versus if I identified as a person who was treated as the math whiz and it came easy for me, again, what's required for me?  It feels like there's things that we can agree with on the surface. We can agree that people are not good inherently at mathematics. But I find myself really thinking about how my own experience actually colors my beliefs and my actions, how agreeing to that on the surface and then really digging into how your own experience plays out in your practice or the ways that you interact with kids. There's some work to be done there, it seems like. Karisma: Absolutely. You hit the nail on the head there. It's important to do that work. It's really important for us to take that moment to reflect and think about how our own experience may be impacting how we're teaching mathematics to children. Mike: I think that's a great place to make a shift and talk about areas where teachers could take action to cultivate a positive mathematics identity for kids. I wonder if we can begin by talking about expectations and norms when it comes to problem solving. Karisma: Yes. So, Julia Aguirre, Karen Mayfield-Ingram, and Danny Martin wrote this amazing book, called The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices. And one of those equity-based practices is affirming math learners' identities. And so, one of the ways we can do this in the math classroom is when having students engaged in problem solving. And so, one of the things that we want to be thinking about when we are having students engaged in math problem solving is we want to be promoting students' persistence and reasoning during problem solving. And you might wonder, “Well, what does that actually look like?”  Well, it might be helpful to see what it doesn't look like, right? So, in the typical math classroom, we often see an emphasis on speed: who got it done quickly, who got it done first, who even got it done within the time allotted. And then also this idea of competition. So, that is really hard for kids because we all need time to process and think through our problem-solving strategies. And if we're putting value on speed, and we're putting value on competition, are we in fact putting value on a problem-solving strategy or the process of problem-solving? So, one way to affirm math learners' identities is to move away from this idea of speed and competition and foster the type of environment where we're valuing students' persistence with the problem. We're valuing students' processes in solving a problem, how they're reasoning, how they're justifying their steps or their solutions' strategies, as opposed to who's getting done quickly.  Another thing to be thinking about is reframing making mistakes. There's so many great resources about this. What comes to mind immediately is Rough Draft Math by Amanda Jansen, which is really helping us to reframe the idea that we can make some mistakes, and we can revise our thinking. We can revise our reasoning, and that's perfectly OK.  Olga Torres' “Rights of the Learner” framework talks a lot about the right to make a mistake is one of the four rights of the learner in the mathematics classroom. And so, when having kids engaged in problem-solving and mathematics, mistakes should be seen more like what Olga Torres calls “celebrations,” because there are opportunities for learning to occur. We can focus on this mistake and think about and problem-solve through the mistake. “Well, how did we get here?” Use it as a moment that all students can benefit from. And so, kids then become less afraid to make mistakes because they're not ridiculed or made to feel less than because they've done so. Instead, it empowers them to know that “Hey, I made this mistake, but in actuality, this is going to help me learn. And it's also going to help my classmates.” Mike: I suspect a lot of those moments, people really appreciate when there's the “aha!” or the “oh!” What was happening before that might've been some struggle or some misconceptions or a mistake. You're making me think that we kind of have to leave space for those mistakes or those misconceptions to emerge if we really want to have those “aha!”s or those “oh!”s in our classroom. Karisma: That's exactly right. And imagine if you are the one who's like, “Oh!”—what that does for your self-confidence. And even having your peers recognize that you've come to this answer or this understanding. It almost becomes like a collective win if you have fostered a type of environment where it's less about me against you and more about all of us learning together. Mike: The other thing that came to me is that I'm thinking back to the four groups. I would've identified as a person who would fit into group 2, meaning that there were definitely points where math was difficult for me, but I could figure it out with tutoring or with help from a teacher. I start to wonder now how much of my perception was about the fact that it just took me a little bit longer to process and think about it. So, it wasn't that math was difficult. It was that I was measuring my sense of myself in mathematics around whether I was the first person, or I was fast, or I got it right away, or I got it right the first time, as opposed to really thinking about, “Do I understand this?” And to me, that really feels connected to what you're saying, which is the way that we as teachers value students' actions, their rough-draft attempts, their mistakes, and position those as part of the process—that can have a really concrete impact on how I think about myself and also how I think about what it is to do math.  Well, let's shift again and talk about another area where educators could support positive identity. I'm thinking about the ways that they can engage with students' background knowledge and their life experiences. Karisma: Hmm, yeah. This is a huge one. And this really, again, comes back to recognizing that our students are whole human beings. They have experiences that we should want to leverage in the math classroom, that they don't need to keep certain parts of themselves at the door when they come in. And so, how do we take advantage of what our students are bringing to the table? And so, we want to be thinking a lot about, “Well, who is the student?” “What do they know?” “What other identities do they hold?” “What's important to them?” “What kinds of experiences do they have in their everyday life that I can bring into the math classroom?” “What are their strengths?” “What do they enjoy doing?” The truth of the matter is really great teachers do this all the time, you know? You know who your students are for the most part, right? And students come to us with a whole host of experiences that we want to leverage and come with all sorts of experiences that we could use in the math classroom. I think oftentimes we don't think about making connections between those things and how to connect them to the mathematics that's happening in the classroom. So, oftentimes we don't necessarily see a reason to connect what we know about our students to mathematics. And so, it's really just a simple extra step because really amazing teachers—which I know they're amazing teachers that are listening right now—you know who your students are. So how do we take what we know about them and bring that into the mathematics learning? Again, as with problem solving, what is it that we want to stay away from? We want to be staying away from connecting math identity only with correct answers and how fast a kid is at solving a problem. Their math identity shouldn't be dependent on how many items they got correct on an assessment. It should be more about, “Well, what is it that they know? And how are we able to use this in the math classroom?” Mike: You're making me think about how oftentimes there's this distinction that happens in people's minds between school math and math that happens everywhere in the real world. Part of what I hear you suggesting is that when you help kids connect to their real world, you're actually doing them another service and that you're helping them see, like, “Oh, these lived experiences that I might not have called mathematics, they are,” right? “I do mathematics. I'm a doer.” And part of our work in bringing that in is helping them see what's already there. Karisma: I love that. Helping them see what's already there. That's exactly right. Mike: Well, before we go, I'm wondering if you could talk about some of the resources that have informed your thinking about this and that you think might also help a person who's listening who wants to keep learning. Karisma: Yeah. There's a lot of great resources out there. The one that I rely on heavily is The Impact of Identity in K–8 Mathematics: Rethinking Equity-Based Practices. I really like this book because it's very accessible. It does a really great job of setting the stage for why we need to be thinking about equity-based practices. And I really enjoy how practical things are. So, the book goes through describing what a representative lesson would look like. And so, it's a really nice blueprint for teachers as they're thinking about students' identities and how to promote positive math identity amongst their students. And then I think we also mentioned Rough Draft Math by Amanda Jansen, which is a good read. And then there's also a new book that came out recently, Cultivating Mathematical Hearts: Culturally Responsive [Mathematics] Teaching in Elementary Classrooms. And this book goes even deeper by having vignettes and having specific classroom examples of what teaching in this kind of way can look like. So those are three resources off the top of my head that you could dig into and have book clubs at your schools and engage with your fellow educators and grow together. Mike: I think that's a great place to stop. Thank you so much for joining us today. This has really been a pleasure. Karisma: Oh, it's been a pleasure talking to you too. Thank you so much for this opportunity. 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. © 2025 The Math Learning Center | www.mathlearningcenter.org  

Learning to teach math teachers better with Dr. Joi Spencer, Dean of the School of Education at the University of California, Riverside. as we discuss her experience and expertise as a math teacher educator, her long running STEAM Academy, and her book, Anti-Blackness at School: Creating Affirming Educational Spaces for African American Students. Links from the episode STEAM Academy (https://education.ucr.edu/steam-academy) Anti-Blackness at School: Creating Affirming Educational Spaces for African American Students by Joi Spencer and Kerri Ullucci (https://www.tcpress.com/anti-blackness-at-school-9780807767566) Math Ed Podcast Episode 1405: Megan Franke (https://www.podomatic.com/podcasts/mathed/episodes/2014-03-14T09_11_46-07_00) Special Guest: Joi Spencer.

Show SummaryOn today's episode, we're featuring a conversation with Lissa Thomson, Board Chair of the PsychArmor Board of Directors. Lissa shares her military family story as well as her goals for the future of PsychArmor Provide FeedbackAs a dedicated member of the audience, we would like to hear from you about the show. Please take a few minutes to share your thoughts about the show in this short feedback survey. By doing so, you will be entered to receive a signed copy of one of our host's three books on military and veteran mental health.  About Today's GuestLissa Thomson is a recognized leader in Healthcare Risk Management with over 40 years of experience in executive roles at some of the world's largest insurance and healthcare consulting organizations, including Mercer, Johnson & Higgins, and BC&BS of Connecticut (now Anthem). As Chief Consultant at Lockton Companies, the largest independent, privately owned global risk management and consulting firm, Lissa plays a critical role in strategic initiatives involving human capital and health risk management. Lockton, employing more than 11,000 professionals and serving 65,000 clients worldwide, benefits from her leadership in navigating complex client challenges and delivering innovative solutions across industries.Since 2002, Lissa has been integral to Lockton's success, helping guide the company's strategic approach to healthcare reform and employee benefits, ensuring top-tier services for clients and effective collaboration across Lockton's national practice. Her extensive experience and dedication to service extend to her role as Chair of the Board at PsychArmor, where she applies her strategic expertise to advance the organization's mission of transforming the way communities engage with military and veteran populations through education and training. Her background in governance and risk management is invaluable to PsychArmor's efforts in creating lasting, meaningful support for military-connected individuals.In addition to her professional work, Lissa is involved in a California statewide program focused on promoting mental health awareness in junior high and high schools, further reflecting her commitment to improving community well-being. She is a sought-after speaker and has taught benefits plan finance and management at the University of California, San Diego.Lissa holds a degree in Mathematics Education from Boston University and is a lifelong learner. She resides in San Diego, where she is currently learning to play the drums and working on her flower arranging skills. An avid traveler, Lissa enjoys exploring new destinations and spending quality time with her family. She is a proud mother and grandmother and enjoys time with her husband and two children—a wildlife ecologist and an active-duty Navy pilot.Links Mentioned in this Episode PsychArmor Board of DirectorsPsychArmor Resource of the WeekThis week's PsychArmor resource of the week is this podcast! We mentioned it often, but this podcast is available on all podcast listening platforms, but it's also on the PsychArmor website. There's a search bar where you can search through the last 200 episodes for something that might interest you You can find the resource here: https://psycharmor.org/podcast Episode Partner: Are you an organization that engages with or supports the military affiliated community? Would you like to partner with an engaged and dynamic audience of like-minded professionals? Reach out to Inquire about Partnership Opportunities Contact Us and Join Us on Social Media Email PsychArmorPsychArmor on TwitterPsychArmor on FacebookPsychArmor on YouTubePsychArmor on LinkedInPsychArmor on InstagramTheme MusicOur theme music Don't Kill the Messenger was written and performed by Navy Veteran Jerry Maniscalco, in cooperation with Operation Encore, a non profit committed to supporting singer/songwriter and musicians across the military and Veteran communities.Producer and Host Duane France is a retired Army Noncommissioned Officer, combat veteran, and clinical mental health counselor for service members, veterans, and their families.  You can find more about the work that he is doing at www.veteranmentalhealth.com  

Learning to teach math teachers better with Erin Krupa, Associate Professor College of Education at North Carolina State University, and Jonathan Bostic, Professor and Director of Grant Innovations in the College of Education and Human Development at Bowling Green State University. Listen as Erin and Jonathan share about the importance and benefits of building a community, and also about the project Validity Evidence for Measurement in Mathematics Education. Validity Evidence for Measurement in Mathematics Education website https://mathedmeasures.org/ (https://mathedmeasures.org/) Math Ed Podcast episode 2409: Jonathan Bostic - math ed measures and validity (https://www.podomatic.com/podcasts/mathed/episodes/2024-10-21T18_57_39-07_00) Bostic, J., Krupa, E.,, & Shih, J. (Eds.) (2019). Quantitative measures of mathematical knowledge: Researching instruments and perspectives (https://www.routledge.com/Quantitative-Measures-of-Mathematical-Knowledge-Researching-Instruments-and-Perspectives/Bostic-Krupa-Shih/p/book/9780367670757). New York, NY: Routledge. Bostic, J., Krupa, E., & Shih, J. (2019). Assessments in mathematics education contexts: Theoretical frameworks and new directions (https://www.routledge.com/Assessment-in-Mathematics-Education-Contexts-Theoretical-Frameworks-and-New-Directions/Bostic-Krupa-Shih/p/book/9780367670764). New York, NY: Routledge. AMTE STaR Program (https://amte.net/star) Special Guests: Erin Krupa and Jonathan Bostic.

How can we reimagine high school math to truly prepare students for the real world? Hear from Kevin Dykema and Latrenda Knighten, two NCTM presidents, one past and one current, who are leading the charge to make math relevant, revitalized, and engaging.High school math often feels disconnected from students' futures, leaving many wondering, "Why do we need this?" This episode dives into the practical steps educators and leaders can take to transform math classrooms into spaces where every student feels the relevance and power of mathematics.Discover actionable strategies from Kevin Dykema, past NCTM president, and Latrenda Knighten, current NCTM president, on making math meaningful for all students.Learn how the High School Mathematics Reimagined framework connects courses and builds coherence across the curriculum.Get inspired by leadership advice on rolling out changes that elevate math instruction without overwhelming teachers or leaders.Press play now to learn how you can make high school math a transformative experience for every student—starting today!Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ 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 & UnitsShow Notes PageLove the show? Text us your big takeaway! Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ Are 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.

Learning to teach math teachers better with Dr. Rick Hudson, Chair of Department of Mathematical Sciences at the University of Southern Indiana and Vice President for Professional Learning of the Association of Mathematics Teacher Educators. Listen as he shares his experience and advice on being a mathematics teacher educator and opportunities for learning and growing as an educator through experiences, relationships, and opportunities to serve. Links from the episode Hiebert, J., Carpenter, T. P., & Fennema, E. (1997). Making sense: Teaching and learning mathematics with understanding. Heinemann. Liljedahl, P. (2020). Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning. Sage. Hudson, R. A., Mojica, G. F., Lee, H. S., & Casey, S. (2024). Data Moves as a Focusing Lens for Learning to Teach with CODAP. Computers in the Schools, 1–26. https://doi.org/10.1080/07380569.2024.241170 ESTEEM: Enhancing Data Science and Statistics Teacher Education with E-Modules (https://research.ced.ncsu.edu/esteemhub/) CODAP (https://codap.concord.org/?gad_source=1&gclid=CjwKCAiAmMC6BhA6EiwAdN5iLcvCvJ1peMzqlzOA6fFWP3kbfZDMbbQePmfRpJAuVIoqFNhkno9paBoC-NgQAvD_BwE) Modern Math Tasks to Provoke Transformational Thinking Grades 3-5 (https://www.nctm.org/Store/Products/Modern-Math-Tasks-to-Provoke-Transformational-Thinking,-Grades-3-5/) Modern Math Tasks to Provoke Transformational Thinking Grades 9-12 (https://www.nctm.org/Store/Products/Modern-Math-Tasks-to-Provoke-Transformational-Thinking,-Grades-9-12/) Association of Mathematics Teacher Educator Links 2025 Conference Website (https://amte.net/content/2025-annual-amte-conference) Volunteer Form (https://amte.net/form/volunteer) Giving Link (https://amte.net/support-amte) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Rick Hudson.

In this episode of New Teacher Talk, Dr. Beth and Dr. Anna sit down with Hannah Curran, an inspiring early career educator and the first graduate of the Master's in Elementary Mathematics program at New Jersey Center for Teaching and Learning (NJCTL). Hannah shares her unique teaching journey, starting in social studies and now excelling as a special education teacher in science. Hear how she overcame her insecurities in math, embraced the flexibility of NJCTL's program, and transformed her teaching practice with insights on content mastery and continuous assessment. Discover how professional development opportunities like graduate school and additional certifications can empower educators and enhance student outcomes.   Tune in to explore how adaptability, innovative teaching strategies, and lifelong learning can make a lasting impact in the classroom!   If you'd like to learn more about NJCTL's graduate school program: https://njctl.org/teacher-education/graduate-school/

Why do so many professional development plans flop? Because they're trying to fix the wrong problem.Are you struggling to get teachers on board with new strategies in their classrooms when teaching mathematics?In this episode, we tackle the disconnect between professional development initiatives in the area of math and the real challenges teachers face, breaking down why adoption often falls short and how to bridge that gap effectively.Discover the "Five Stages of Awareness" framework for math strategy adoption to better support teachers in their journey toward adopting impactful strategies.Learn how to uncover the "pebbles in teachers' shoes" and position your solutions as the answer to their most pressing problems when teaching math.Gain actionable insights into aligning professional development with your district's key math objectives for sustainable and measurable results.Tune in now to revolutionize how you support teachers and ensure meaningful progress in your math programs this year!Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ 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 & UnitsShow Notes Page.Love the show? Text us your big takeaway!Empower Your Students (and Teachers) Using A Professional Learning Plan That Sparks Engagement, Fuels Deep Learning, and Ignites Action!https://makemathmoments.com/make-math-moments-district-mentorship-program/ Are 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.

Learning to teach math teachers better by engaging in a roundtable discussion around the 100th episode of the Teaching Math Teaching podcast, the opportunities to support fellow math teacher educators through financial giving, and the upcoming conference of the Association of Mathematics Teacher Educators in Reno, NV in 2025. Links from the episode Support the work of AMTE on Giving Tuesday (and beyond). (https://amte.net/support-amte) 2025 AMTE Annual Conference in Reno, Nevada, February 6-8, 2025 (https://amte.net/content/2025-annual-amte-conference) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/)

Learning to teach math teachers better with Melissa Hosten and Dr. Rodrigo Gutiérrez, Directors of the Center for Recruitment and Retention of Mathematics Teachers (CRR) at the University of Arizona, as we discuss their varied experiences and advice as mathematics teacher educators, and the work, mission, and opportunities of the CRR. Links from the episode Center for Recruitment and Retention of Mathematics Teachers (https://crr.math.arizona.edu/) (CRR) Website @Uarizonacrr (social media) AmeriCorps Program (https://americorps.gov/funding-opportunity/fy-2024-americorps-state-national-grants) Mathematics Educator Appreciation Day Conference (https://crr.math.arizona.edu/mead-conference) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guests: Melissa Hosten and Rodrigo Gutiérrez .

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://growyourmathprogram.com Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. http://makemathmoments.com/discovery/ Looking to supplement your curriculum with problem based lessons and units? Make Math Moments Problem Based Lessons & UnitsEver wonder why teachers' implementation of the strategies you've worked so hard to teach them are not consistent? You're not alone!In this episode, we dive into two major barriers preventing math educators from fully adopting the practices you know will make a difference. You'll learn why professional development can fall flat and what key components need to be in place to make lasting changes in classrooms.By listening, you'll discover:The critical follow-up step most professional development programs miss.How to eliminate time-wasting meetings by setting clear, long-term goals.Practical tips to optimize your support systems for better implementation and teacher engagement.Ready to break through those barriers? Hit play now and start building a more effective math program today!Show Notes Page. Love the show? Text us your big takeaway!

Learning to teach math teachers better with Dr. Jacqueline Leonard, Professor Emeritus of Mathematics Education at the University of Wyoming, as she shares her many and varied experiences in mathematics education, and her advice on being a mathematics teacher educator looking to take steps toward a more equitable future. Links Leonard, J. (2018). Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students. Routledge. Leonard, J., & Martin, D. B. (Eds.). (2013). The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward New Discourse. IAP. Ladson-Billings, G. (1994). The Dreamkeepers. Successful Teachers of African American Children. Wiley. Gutstein, E. (2012). Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice. Routledge. Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Jacqueline Leonard.

In this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines welcome Dr. Karen Karp, a professor emerita in mathematics education at the University of Louisville and recently a professor at Johns Hopkins University. Her scholarship lies at the intersection of mathematics education and special education. She is the author or co-author of numerous book chapters, articles, and books, including the U.S. Department of Education Institute of Science's What Works Clearinghouse Practice Guide on Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, and other titles such as Strengths-based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K-6, The Math Pact: Achieving Instructional Coherence within and Across Grades, and Elementary and Middle School Mathematics: Teaching Developmentally which has been translated into seven languages. She also was on the authoring team of the NCTM- CEC Joint Position Statement. Dr. Karp is a former member of the board of directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators. In 2020, she was selected for the NCTM Lifetime Achievement Award for Distinguished Service to Mathematics Education. She also is a member of the U.S. National Commission on Mathematics Instruction. This summer she represented the United States as the Chair of the Topic Study Group on Teaching Mathematics to Students with Special Needs at the International Congress on Mathematical Education in Australia. She holds teaching/administrative certifications in elementary education, secondary mathematics, K-12 special education, and K-12 educational administration.Karp's scholarship stands out for its direct and visible impact on practicing mathematics teachers. Her work goes beyond theory, with her ideas being actively implemented in classrooms, shaping how mathematics is taught. In this podcast, Dr. Karp offers invaluable advice for general education teachers working with students with disabilities in math. She emphasizes the importance of early collaboration between general-ed and special-ed teachers, advocating for a proactive, rather than reactive, approach to math interventions.Throughout the conversation, Karp discusses strategies like using multiple representations in math instruction, focusing on the strengths of students rather than their perceived weaknesses, and ensuring that Individualized Education Programs (IEPs) are written with concepts and skills. She shares practical methods to engage and empower students to succeed in math, using examples such as the "Whole School Agreement" and success stories from students she's worked with.We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access).Karp's bio and publications: https://www.mathbykarp.com/publications 

Jonathan Bostic from Bowling Green State University discusses MathEdMeasures.org and the work of the VM2ED (Validity Evidence for Measurement in Mathematics Education) project, with Erin Krupa and others. https://MathEdMeasures.org/ Jonathan's professional webpage List of past episodes

This week's Classical Et Cetera dives into the world of math, exploring the full journey from arithmetic to calculus through the lens classical education. Whether you're teaching or learning, it's never too late to master math with the right approach!   Math is not just about solving equations—it's about understanding the world around us. A classical approach to math fosters logical thinking and problem-solving skills that go beyond the classroom, providing a foundation for success in everyday life and future studies.   Shop Memoria Math programs on our website! https://www.memoriapress.com/math/?utm_source=YouTube&utm_medium=CETC&utm_campaign=139 More Math Videos! *Classical Math, Plato, and Mathematics Education:* https://youtu.be/MmsdUmJEZDs?si=qisBbCL8l8HAzea2 *Philosophy of Memoria Press Math Education:* https://youtu.be/N7yYLqf9URE?si=TzFxaXhDiZU-X1oE

Excellence in Mathematics Education: In Conversation with Award-Winning Teacher, Raheema Ismail by Radio Islam

#71 On this episode, Diverse Interactive Learning Founder, Adrian, shares her passion for math, her educational journey, her experience in the classroom, the tutoring services she provides, how she leads her kid's educational journey, her math center, and testing strategies. Social Handles https://www.instagram.com/diverseilearning/ https://twitter.com/diverselearning https://www.facebook.com/profile.php?id=61558707333641 https://www.pinterest.com/diverseilearning/ Online book store- https://www.diverseilearning.com/extraservices/ Website- https://www.diverseilearning.com/ Free assessment- https://tidycal.com/acox-settles/free-diagnostics-math-language-arts-assessment-consultation-date Virtual workshops for parents- https://tinyurl.com/3uuktyct I am the Founder/Owner of Diverse Interactive Learning Tutoring Center (Math Does Matter LLC), a tutoring center that ranked among the top three tutoring businesses in Allentown, PA in 2024. With a specialization in Mathematics Education, I bring over 20 years of experience in teaching, coaching, leading departments, and tutoring. In 2014, I was honored as the Outstanding Teacher of the Year by the National Technical Association for my guidance that led my female Muslim high school students to victory in a math competition at Morgan State University. My students created history by achieving the top positions in this competition for the first time, marking a significant milestone for female students in math. I enjoy supporting people in reaching their full potential. For instance, a teacher whom I mentored and guided for a year went on to be named Teacher of the Year for Baltimore City Public Schools the next year. Renowned as a skilled test coach, I help individuals pass professional exams. Beyond teaching, I have excelled as a virtual learning coach and a homeschooling mother. In my personal life, I am a devoted wife of 21 years and proud mother of 3 exceptional sons, who have all skipped grades in either preschool or elementary school, marking a significant achievement in my teaching career. Homeschool Yo Kids Podcast shares organic conversations that promote confidence, a growth mindset, and are filled with inspiration and good energy. Sharing stories from the classroom, their home learning journey, and other reflections and life experiences, come grow and learn with Jae. Homeschool Yo Kids Organization is a 501c3 nonprofit that provides families with tools to aid unconventional learning experiences, helping to create a positive home learning environment. In addition to this, we are missioned to help families in traditional schools build a healthy collaborative relationship between the school and home. Visit our website!! https://www.homeschoolyokidsexpo.com/ Follow us on IG:@homeschoolyokids @homeschoolyokidspodcast Join our FB Group: Homeschool Yo Kids Jae is a former public-school teacher, now homeschooling her 2 little people. She is the founder of the 501c3 nonprofit Homeschool Yo Kids Organization. Join Jae as she chats with homeschool families, homeschool resource providers, and others that support the homeschool community on this journey of 'reimagining what learning looks. --- Support this podcast: https://podcasters.spotify.com/pod/show/homeschoolyokids/support

Learning to teach math teachers better with Dr. Kate Johnson, Associate Professor of Mathematics Education at Brigham Young University, as we discuss her experiences and advice as a mathematics teacher educator, as an associate editor of the Mathematics Teacher Educator journal, and as a co-author of the article, Ungrievable: Theorizing white Christian nationalist rhetorical practices in education in the Review of Education, Pedagogy, and Cultural Studies journal. Links from the episode Johnson, K. R., Hadley, H. L., Schoonbeck, A., & Benson, S. E. (2024) Ungrievable: Theorizing white Christian nationalist rhetorical practices in education. Review of Education, Pedagogy, and Cultural Studies. http://dx.doi.org/10.1080/10714413.2024.2388913 Johnson, K. R., Holdaway, E., & Ross, A. S. (2021). “We are children of God”: White Christian teachers discussing racism. Linguistics and Education, 64. https://doi.org/10.1016/j.linged.2021.100936 Johnson, K. R. (2016). Enduring positions: Religious identity in discussions about critical mathematics education. Religion and Education, 43(2), 230-245. https://doi.org/10.1080/15507394.2016.1147916 Johnson, K. R. (accepted for 2024). The road to find: Poetry as a tool for developing a productive community. In C. Koestler & E. Thanheiser (Eds.), Building Community to Center Equity and Justice in Mathematics Teacher Education. Association of Mathematics Teacher Educators. Johnson, K. R. (2016). Reconceptualizing “activism”: Developing a socially conscious practice with prospective White mathematics teachers. In N. M. Joseph, C. M. Haynes, & F. Cobb (Eds.), Interrogating Whiteness and Relinquishing Power: White Faculty's Commitment to Racial Consciousness in STEM Classrooms (pp. 171-187). Peter Lang Publishing. Special Call from the MTE Journal for Supporting Teachers to Engage Traditionally Marginalized Learners. Due 10/15/24 (https://www.amte.net/connections/2024/09/special-call-mte-journal) Mathematics Teacher Educator Commentaries to help authors of MTE manuscripts Vol. 5, Issue 2, March 2017 which describes a writing tool for preparing a MTE manuscript https://doi.org/10.5951/mathteaceduc.5.2.0085 6(1), Sept 2017 which talks about articulating of a problem of practice; https://doi.org/10.5951/mathteaceduc.6.1.0003 6(2), March 2018 which describes the relationship between claims and evidence in MTE https://doi.org/10.5951/mathteaceduc.6.2.0004 11(3), June 2023 on positionality in your pedagogy and writing for MTE: https://doi.org/10.5951/MTE.2023.0007 Mathematics Teacher Educator podcast (https://mtepodcast.amte.net/) Special Guest: Kate Johnson.

Ancestral Science was honored to speak with Drs. MIWA TAKEUCHI & EUN-JI AMY KIM and learn how to be an ally/friend to Indigenous Science. We learned about the difference between allyship, friendship, and kinship, how to re-centre scientific voices of children, the Land, and Knowledge Keepers, how mathematics both take and give lives, reconciliation work never ends, and the importance of balancing both understanding the history and trauma of the original peoples of the land with the beauty, innovation, ingenuity, and science within their culture. Despite the guests concerns this episode may take space away from the voices and teachings of Elders and Knowledge Keepers, the pod hosts understand the importance of accomplices and allies; Indigenous people can't do this work alone. Miwa and Amy also donated their honoraria back to the podcast, thank you.You can support the pod through some unique episode-themed Indigenous Science merch at www.relationalsciencecircle.com/shop to support Knowledge Keeper honoraria, editing, and keeping the pod going.Shownotes: here for additional information, readings, articles, webpages, videos, please check out the shownotes. These are great for teachers!Also, remember to check out more about the guests here:-https://soilcamp.ca-“Relational Land-Based Science, Technology, Engineering, Arts, and Mathematics Education” (2024) (book)-“Asian Changemakers: Shaping the Future through Land-based Learning with Dr. Miwa Takeuchi” https://youtu.be/kwLSCBBkKpo-https://www.aciar.gov.au/project/slam-2021-107 Thanks to Indigenous Screen Office, Storyhive, and Windspeaker.Gratitude to the support from JUAN-CARLOS CHAVEZ, the editing and audio skills of EMIL STARLIGHT of Limelight Multimedia, and ALEX FLETT for marketing and pod support. Hosted on Acast. See acast.com/privacy for more information.

Ever struggled to find the perfect bowling ball or wondered how handicaps actually make the game fairer? Join Joel and Misty for some light-hearted fun as they share personal tales of bowling triumphs and mishaps, from dropping balls on toes to their goals for "no gutter balls!"Then John Hayes and Pam Lindemer join Joel and Misty to talk about the Site-Based Leadership Program. They break down how this comprehensive resource supports principals, classroom teachers, and other educational leaders by focusing on three key priorities: classroom support, teacher collaboration, and leadership capacity building. Get a sneak peek at the upcoming book study on the "Framework for Leadership in Mathematics Education." You can find more information and a link to register for the Site-Based Leadership Program at https://cpm.org/sbl.Curious how CPM aligns with the California Mathematics Framework? Join our CA team for a webinar on Sept 11, 2024 at 4pm Pacific time. More details at https://cpm.org/events!Then advice for Misunderstood in Minneapolis from Dear CPM and your math joke of the podcast!Send Joel and Misty a message!The More Math for More People Podcast is produced by CPM Educational Program. Learn more at CPM.orgX: @cpmmathFacebook: CPMEducationalProgramEmail: cpmpodcast@cpm.org

Jo Boaler is a British author and Professor of Mathematics Education at Stanford University. Jo is involved in promoting reform mathematics and equitable mathematics classrooms, and thereby fulfils a role of communicating to broader society outside of academics. Beside her new book Math-ish, she is also the author of the books Limitless Mind, The Elephant in the Classroom and other books on learning and education.  Jo talks to Guy about visual approaches to teaching maths, covering the role of a growth mindset in learning maths, which can be developed from early on. They also touch on the importance of talent and genes versus the mindset we approach things with and on some barriers in teaching. Full transcript available here: https://aqfd.docsend.com/view/g7uc3eypdnvhz7fr Contents: (00:00) Introduction of Jo Boaler (01:52) Teaching Mathematics: A Visual Approach (10:16) The Illusion of Knowledge (20:33) Developing a Growth Mindset (26:02) Lessons Outside of Mathematics (30:51) Genes vs. Mentality (38:40) Differences Between the UK and the US (43:45) Gender Barriers (48:10) Further Resources 

Guest Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education at Simon Fraser University and author of the best-selling book, Building Thinking Classrooms in Mathematics (Grades K-12): 14 Teaching Practices for Enhancing Learning. Peter is a former high school mathematics teacher whose work emphasizes collaborative learning for a more effective mathematics education.  Most recently, he received the Læringsprisen [Learning Award] for Changing the way we think about Education in Denmark (2022). Summary The podcast episode explores Professor Liljedahl's journey in understanding how teaching practices affect student learning in math classrooms. He shares his observations of a teacher struggling to implement problem-solving, leading to student frustration and disengagement. This prompted him to research the psychology of mathematics education and develop the "thinking mathematics classroom" approach, emphasizing practices such as using vertical whiteboards, random grouping of no more than three students, and note-making. The discussion delves into the benefits of these methods, such as increased student engagement, collaboration, and the ability for teachers to provide timely support. Dr. Liljedahl also addresses the challenges of balancing direct instruction and messy learning, as well as the origins and difficulties of the algebra curriculum. The episode concludes with a discussion on the future of education, emphasizing the importance of teachers and the need for more training in neuroscience and child psychology. Bonus tracks I've also included two bonus tracts with Peter and Danelle on my website blog post for this episode. One speaks specifically about student note-making, another of Peter's practices. The second tract speaks to Algebra's challenge to student success. Social Media Website- https://www.buildingthinkingclassrooms.com/ Twitter-  @pgliljedahl Instagram - @buildingthinikingclassrooms Facebook - https://www.facebook.com/BTCthinks About Jeff Jeff Ikler is the Director of Quetico Leadership and Career Coaching. “Quetico” (KWEH-teh-co). He works with leaders in all aspects of life to identify and overcome obstacles in their desired future. He came to the field of coaching after a 35-year career in educational publishing. Prior to his career in educational publishing, Jeff taught high school U.S. history and government. Jeff has hosted the “Getting Unstuck—Cultivating Curiosity” podcast for 5 years. The guests and topics he explores are designed to help listeners think differently about the familiar and welcome the new as something to consider. He is also the co-host of the Cultivating Resilience – A Whole Community Approach to Alleviating Trauma in Schools, which promotes mental health and overall wellness. Jeff co-authored Shifting: How School Leaders Can Create a Culture of Change. Shifting integrates leadership development and change mechanics in a three-part change framework to help guide school leaders and their teams toward productive change.

Powerful graphing calculators can provide potent math problem solving advantages for students that know how to use–and can afford–them. What is the impact, then, when everyone has free access to leading edge calculation tools? Amy and Mike invited educator Kyle Terracciano to explore using the Desmos calculator in digital testing. What are five things you will learn in this episode? What is the Desmos calculator, and what can it do? How is Desmos integrated into college admissions testing? What are the best resources to learn Desmos for the Digital SAT? When is it best to utilize Desmos on the Digital SAT? In what kind of test problems are calculators less useful? MEET OUR GUEST Kyle Terracciano is the founder of the company Tutorllini, the math test prep YouTube channel Tutorllini Test Prep, and the Facebook group Digital SAT Prep. Since 2019, he has been on a mission to empower students to dominate their college admissions tests and bring much-needed clarity to the confusing world of academic math. Kyle's journey as an educator began in his college years while working as a competitive swimming coach, sparking his passion for mentoring others. After graduating with a degree in Chemical Engineering from the University of Connecticut in 2018, he couldn't resist the call of teaching. Kyle went on to earn a Master's Degree in Mathematics Education from Rutgers University in 2020, and then through Tutorllini, dedicated himself fully to his goal of empowering students everywhere with not just a deeper understanding of math, but more confidence as well. But Kyle doesn't stop there. Determined to make a global impact, Kyle runs one of the fastest growing YouTube channels and Facebook groups focused on the Digital SAT, all completely free to anyone who is ready to learn. By using the most modern tech and impactful visuals with a dose of humor and his trademark relatable personality, Kyle helps students unlock their full potential. Kyle previously appeared on the podcast in episode 476 to discuss The New Digital SAT Experience: A Student Perspective and in episode 470 to discuss Getting Ready For The AP Statistics Exam. Find Kyle at tutorllini.com. LINKS Desmos Graphing Calculator Desmos (Digital PSAT, NMSQT, and SAT Version) Kyle's Free Digital SAT Math Desmos Course Learn Desmos Playlist Desmos User Guide Mastering Desmos for the Digital SAT App or Scrap? (ep 8): Digital SAT Strategy Guide RELATED EPISODES RESOURCES FOR THE DIGITAL SAT ALL ABOUT DIGITAL SAT MATH CALCULATOR USAGE ON THE SAT AND ACT ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.  

Today our guest is Debbie Beagle, Assistant Principal of Summer School & Director of Student Activities at Vernon Hills High School. We talk with Debbie and explore a few methods for fostering a positive campus culture. Debbie shares the innovative idea of "Bring Your Child or Parent to Work Day," explaining how this simple initiative and others like it can help to transform a school into a community that everyone loves. She discusses how this engaging event has helped students and staff at Vernon Hills connect on a personal level, see each other as individuals, and build stronger, more meaningful relationships, ultimately enhancing the overall campus culture. Learn More About CharacterStrong:  Join us at the 2024 CharacterStrong National Conference Access FREE MTSS Curriculum Samples Attend our next live product preview Visit the CharacterStrong Website Debbie has over twenty five years experience as a classroom teacher, club advisor, coach and administrator. She has worked with students in grades 9-12 and has taught at the university level. She is described by her colleagues as having a deep understanding of school culture and her greatest attribute is her ability to build strong relationships on campus leading to engaged students and staff. Debbie holds a BS in Mathematics Education, a Masters in Computer Science, as well as Masters and Doctorate degrees in Educational Leadership. Debbie has awards and distinctions from Illinois Directors of Student Activities, Lake County Regional Office of Education, Illinois Chapter/National School Public Relations Assoc., Community HS District 128, and the Illinois Basketball Coaches Association.

Learning to teach math teachers better with Dr. Katey Arrington, Director of Systemic Transformation at The University of Texas at Austin, Charles A. Dana Center, and the President of NCSM: Mathematics Education Leadership. Listen as she shares her experience and advice on being a mathematics teacher educator and her path toward approaching the systemic transformation of mathematics education from her time as an undergraduate to her roles at the Dana Center and the president of NCSM: Mathematics Education Leadership. Links from the episode Charles A. Dana Center at The University of Texas at Austin (https://www.utdanacenter.org/) UTeach Institute (https://institute.uteach.utexas.edu/) NCSM Leadership in Mathematics Education (https://www.mathedleadership.org/) TMT Episode 3 - Brian Buckhalter and Candies Cook: Becoming a Math Coach in a School District (https://www.teachingmathteachingpodcast.com/3) The Transition Years: A Discussion with Dr. John Staley (https://www.teachingmathteachingpodcast.com/50) The Transition Years: Supporting the Work (https://www.teachingmathteachingpodcast.com/56) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Katey Arrington.

Join us on Thursday, May 30th at 7:30 pm EST as we welcome a truly inspiring guest, Andrea Hall, to The Tina Ramsay Show powered by CTR Media Network. Andrea Hall stands as a beacon of support for homeschooling families, empowering them with the confidence and clarity they need to succeed. Her remarkable journey in the homeschooling realm began in 2008, where she took on the challenge of homeschooling triplets through the fourth grade and a junior through to high school graduation. By 2012, Andrea made the heartfelt decision to homeschool her own children, solidifying her commitment to this educational path. With a solid academic foundation, Andrea holds a Bachelor of Science in Mathematics Education from Oakwood University and a Master of Science in Curriculum, Instruction, and Assessment from Walden University. Her professional credentials as a certified math educator are matched by her practical experience in teaching and tutoring mathematics. Beyond the classroom, she brings her innovative spirit to curriculum development, making her resources available through her Teachers Pay Teachers store. Andrea's life is a beautiful blend of her professional and personal worlds. She is a devoted wife to Damon Hall and a loving mother to three amazing children. Her hobbies include enjoying restful sleep, immersing herself in books, and journaling her thoughts and experiences. Having navigated the complexities of homeschooling herself, Andrea understands the anxiety, lack of focus, and overwhelm that can often accompany this journey. As a busy, working, homeschooling mom, she leverages her extensive knowledge and personal experience to guide other families with unmatched support and insight. Her mission is to illuminate the homeschooling path for others, helping them journey forward with clarity, confidence, and a strong sense of community. https://epichsn.com/ https://www.teacherspayteachers.com/Store/The-Study-Hall-Edu --- Send in a voice message: https://podcasters.spotify.com/pod/show/thetinaramsayshow/message

Learning to teach math teachers better with Dr. Hyejin Park, Assistant Professor of Mathematics at Drake University, Dr. Travis Weiland, Assistant Professor at the University of Houston, Dr. Samantha Marshall, Assistant Professor at North Carolina State University, and Dr. Eunhye Flavin, Assistant Professor at Stonehill College, as they share their experience and expertise as mathematics teacher educators and share their work on the AMTE Research Committee, more specifically the AMTE Dissertation Award, and the importance of getting involved and helping others get involved in organizational leadership! Links from the epsode AMTE Volunteer Form (https://amte.net/form/volunteer) AMTE Community Circles (https://amte.net/content/amte-community-circles) Flavin, E., & Suh, J. (2024). Centering Empathy in a Mathematics Classroom. Mathematics Teacher: Learning and Teaching PK-12, 117(5), 361-370. Retrieved May 22, 2024, from https://doi.org/10.5951/MTLT.2023.0246 Marshall, S. A., McClain, J. B., & McBride, A. (2023). Reframing translanguaging practices to shift mathematics teachers' language ideologies. International Journal of Qualitative Studies in Education, 1–14. https://doi.org/10.1080/09518398.2023.2178683 AMTE Early Career BIPOC Mentoring Program (https://amte.net/content/amte-early-career-bipoc-faculty-mentoring-program) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guests: Eunhye Flavin, Hyejin Park, Samantha Marshall, and Travis Weiland.

Learning to teach math teachers with Dr. Barbara King, Associate Professor of Teaching and Learning at Florida International University, Dr. Siddhi Desai, Assistant Professor at Fairleigh Dickinson University, Dr. Justin Burris, Clinical Associate Professor at the University of Houston, and Sheila Orr, a Doctoral Candidate in Curriculum, Instruction and Teacher Education at Michigan State University. They share their experience as mathematics teacher educators and share their work on the AMTE Equity Committee, which includes the Equity Book Club, how their study on AMTE Conference presentations led to changes in the proposal system and conference format, and finally, they share the importance of getting involved and helping others have their voices heard. AMTE Volunteer Form (https://amte.net/form/volunteer) 2025 Annual AMTE Conference in Reno, NV, Proposals due May 15th, 2024 (https://amte.net/content/2025-annual-amte-conference) AMTE Community Circles (https://amte.net/content/amte-community-circles) Teaching Math Teaching Episode 71 - Siddhi Desai: Ethnomodeling and collaborating around mathematical curiosities (https://www.teachingmathteachingpodcast.com/71) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guests: Barbara King, Justin Burris, Sheila Orr, and Siddhi Desai.

Math-ish: Finding Creativity, Diversity, and Meaning in Mathematics By Jo Boaler https://amzn.to/3QyFjeP From Stanford professor, author of Limitless Mind, youcubed.org founder, and leading expert in the field of mathematics education Jo Boaler comes a groundbreaking guide to finding joy and understanding by adopting a diverse approach to learning math. “Every once in a while, someone revolutionizes an approach to a difficult subject and changes it forever. That is what Jo Boaler has done for math. Fresh, smart, and inclusive, Jo Boaler's strategy eschews the one-size-fits-a-few approach and instead allows math to be seen and solved by everyone. A huge achievement. Math-ish is the only math book I've ever enjoyed reading in my entire life. Honestly.” -Bonnie Garmus, author of Lessons in Chemistry Mathematics is a fundamental part of life, yet every one of us has a unique relationship with learning and understanding the subject. Working with numbers may inspire confidence in our abilities or provoke anxiety and trepidation. Stanford researcher, mathematics education professor, and the leading expert on math learning Dr. Jo Boaler argues that our differences are the key to unlocking our greatest mathematics potential. In Math-ish, Boaler shares new neuroscientific research on how embracing the concept of “math-ish”—a theory of mathematics as it exists in the real world—changes the way we think about mathematics, data, and ourselves. When we can see the value of diversity among people and multi-faceted approaches to learning math, we are free to truly flourish. Utilizing the latest research on math education, Jo guides us through seven principles that can radically reframe our relationship with the subject: • The power of mindset on learning • Utilizing a visual approach to math • The impact of physical movement and communication on understanding • Understanding the value of an "ish" perspective - in mathematics and beyond • The importance of connected and flexible knowledge • New data on diverse teaching modes that work with different learning styles, not against them • The value of diversity in learning mathematics—and beyond When mathematics is approached more broadly, inclusively, and with a greater sense of wonder and play—when we value the different ways people see, approach, and understand it—we empower ourselves and gain a beneficial understanding of its value in our lives. About the author Dr Jo Boaler is the Nomellini-Olivier Professor of Education at Stanford University and co-founder of youcubed and Struggly. Formerly the Marie Curie Professor of Mathematics Education for England, a mathematics teacher in London comprehensive schools and a researcher at King's College, London. She is the author of eighteen books, the most recent being: Math-ish:Finding Creativity, Diversity and Meaning in Mathematics, published by Harper Collins. She was listed as one of 8 educators changing the face of education by the BBC

Learning to teach math teachers better with Dr. Nirmala Naresh, Associate Professor of Mathematics Education at the University of North Texas and the AMTE Associate Vice President for the Annual Conference Program, as she shares her advice and expertise on being a mathematics teacher educator as well as gaining insight on improvements for next year's AMTE Conference in Reno, NV. AMTE Volunteer Form (https://amte.net/form/volunteer) AMTE Annual Conference Information and Proposal Submission (https://amte.net/content/2025-annual-amte-conference) University of North Texas (https://www.unt.edu/index.html) Master of Science (Mathematics Education Concentration) (https://math.unt.edu/graduate/master-science-mathematics-education-concentration) University of North Texas (https://www.unt.edu/index.html) Graduate Certificate for Dual Credit Teaching in Mathematics (https://math.unt.edu/graduate/graduate-certificate-dual-credit-teaching-mathematics) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/)

The Advanced Placement exams represent some of the most challenging subject-specific standardized tests a high schooler might ever take, and AP Physics 1 is no exception. Amy and Mike believe that every test warrants smart, serious preparation, so we invited educators Jennifer Boughton and John D'Alessandro to share valuable strategies, insights, and resources for getting ready for the AP Physics 1 exam. What are five things you will learn in this episode? What is tested on the AP Physics 1 exam and how does it differ from the other physics APs? How important is a calculator on the AP Physics exam? What are the highest priority topics for this exam? What are the best prep materials for AP Physics? How should students prepare for the AP Physics? MEET OUR GUESTS Jennifer Boughton is an enthusiastic educator fascinated by the studies of physics and mathematics. She received bachelor's degrees in Physics, Physics Education and Mathematics Education along with a master's degree in Curriculum & Instruction from Bowling Green State University. After spending a few years teaching high school, Jennifer accepted a position with the federal government supervising an operational team and serving as an adjunct instructor for training programs across the United States working with the CIA, DoD, FBI, and JCITA for more than 12 years. Jennifer returned to public school teaching in 2016 and currently works in the Cincinnati, Ohio area as a Physics instructor at Saint Xavier High School, an adjunct instructor of Physics, Mathematics and Robotics at The University of Cincinnati for the Upward Bound Program and a Physics, Mathematics, ACT and SAT tutor for LEAP-Test Prep and College Counseling. Jennifer can be reached at info@leaprogram.com. John D'Alessandro teaches multiple levels of physics at St. Xavier High School in Cincinnati, OH. He received a bachelor's degree in physics from the University of Michigan. While he was pursuing a doctorate in astrophysics at the University of Kentucky, he was exposed to modern tools to teach physics at the high school level, and that changed the course of his life. He realized teaching was what thrilled him. He left UK with a master's degree in physics and then received a master's of science in secondary school science education from Columbia University's Teachers College.  John is a National Board Certified Teacher in physics, is trained as an instructional coach, and has more than thirty years of experience teaching physics. He also coaches a FIRST FTC competitive robotics team. John can be reached at jdalessandro@stxavier.org. LINKS AP Physics 1: Algebra-Based AP®︎/College Physics 1 | Science | Khan Academy RELATED EPISODES GETTING READY FOR THE AP LANGUAGE EXAM GETTING READY FOR THE AP US HISTORY EXAM GETTING READY FOR THE AP STATISTICS EXAM GETTING READY FOR THE AP PSYCHOLOGY EXAM GETTING READY FOR THE AP CHEMISTRY EXAM ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.  

Learning to teach math teachers better with Dr. Kyle Whipple, Associate Professor of Education for Equity and Justice at the University of Wisconsin-Eau Claire, Dr. Enrique Ortiz, Professor of Mathematics Education at the University of Central Florida, Alexa Lee-Hassan, Learning Sciences Graduate Student and Mathematics Education Lecturer at the University of Illinois at Chicago, and Dr. Liza Bondurant, Associate Professor at Mississippi State University. They share their experience as mathematics teacher educators and their work on the AMTE Advocacy Committee and their plans for the upcoming AMTE conference in February of 2025 in Reno, NV as well as the importance of getting involved and helping others get involved in advocacy and organizational leadership. Links from the episode AMTE Volunteer Form (https://amte.net/form/volunteer) 2025 Annual AMTE Conference in Reno, NV, Proposals due May 15th, 2024 (https://amte.net/content/2025-annual-amte-conference) AMTE Professional Book Series, Vol 6: Building Community to Center Equity and Justice in Mathematics Teacher Education (https://amte.net/publications/prof-book-series) NCTE-NCTM Joint Conference on K-5/Elementary Literacy and Mathematics (https://www.nctm.org/ncte-nctm2024/) Creating Welcoming and Inclusive Spaces: How To Make Our Elementary Mathematics and Language Arts Classrooms Safer for LGBTQ+ Children, Families, and Colleagues by Courtney Koestler and Kyle Whipple Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers (https://www.igi-global.com/book/promoting-equity-approximations-practice-preservice/326517) due out July 2024. MAA MathFest 2024 (https://maa.org/meetings/maa-mathfest) in Indianapolis, Indiana on August 9. Early-bird registration ends April 15th International Congress on Mathematical Education (ICME) (https://icme15.org/icme-15-scientific-program/topic-study-groups/tsg-5-1-students-identity-motivation-and-attitudes-towards-mathematics-and-its-study/) July 7-14 in Sydney, Australia. Sines of Disability (https://sinesofdisability.com/) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guests: Alexa Lee-Hassan, Enrique Ortiz, Kyle Whipple, and Liza Bondurant.

Episode96-Christina Lincoln-Moore and Tashana Howse, "Iron Sharpens Iron: Black Womxn in Mathematics Education (BWXME) Speak "

Luis Leyva from Vanderbilt University discusses his article, "Queer of Color Justice in Undergraduate Mathematics Education," published in the Notices of the American Mathematical Society, Volume 71. Article URL https://doi.org/10.1090/noti2875  Episode 1701 with Luis https://www.podomatic.com/podcasts/mathed/episodes/2017-01-04T12_03_01-08_00  Other related work Black queer students' counter-stories of invisibility in undergraduate STEM as a white, cisheteropatriarchal space (American Educational Research Journal, 2022): https://doi.org/10.3102/00028312221096455 A queer of color challenge to neutrality in undergraduate STEM pedagogy as a white, cisheteropatriarchal space (Journal of Women and Minorities in Science and Engineering, 2022): https://doi.org/10.1615/JWomenMinorScienEng.2022036586 Undergraduate Latin* queer students' intersectionality of mathematics experiences: A Borderlands perspective (Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2022): https://files.eric.ed.gov/fulltext/ED630414.pdf List of past episodes

Nathalie Sinclair from Simon Fraser University in Canada discusses her article, "Knowing as remembering: Methodological experiments in embodied experiences of number," published in Digital Experiences in Mathematics Education.  Article URL https://link.springer.com/article/10.1007/s40751-023-00132-7 Nathalie's professional webpage https://www.sfu.ca/education/faculty-profiles/nsinclair.html  List of episodes

Join us in the latest episode as we dive into the world of mathematics education with Shayla Heavner, the visionary founder of MathBait™. With over a decade of experience and a prestigious Sarah D. Barder Fellowship Award for teaching excellence under her belt, Shayla has been on a mission to revolutionize math education.As a certified online teacher and master reviewer for Quality Matters, Shayla shares insights on the significance of quality, highly engaging material that is accessible to all students. She explores the power of storytelling as a versatile tool across all levels of math education, shedding light on how it can not only captivate students but also serve as a gateway to deeper conceptual exploration.You'll Learn: Why teaching for conceptual understanding first is critical to ensure students are empowered to reason and prove;Why storytelling is a powerful tool for all levels of mathematics education;Why there must be quality, Highly Engaging Material Accessible to ALL students;How can we use storytelling in an effective way to not only engage but lower the floor to dig into mathematics conceptually;Resources: www.MathBait.comhttps://bit.ly/numbervillehttps://www.facebook.com/mathbaithttps://www.instagram.com/mathbait/https://twitter.com/MathBait District Math Leaders: How are you ensuring that you support those educators who need a nudge to spark a focus on growing their pedagogical-content knowledge? What about opportunities for those who are eager and willing to elevate their practice, but do not have the support? Book a call with our District Improvement Program Team to learn how we can not only help you craft, refine and implement your district math learning goals, but also provide all of the professional learning supports your educators need to grow at the speed of their learning. Book a short conversation with our team now.  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 assessment