Podcasts about Mathematics

DeAnn Huinker & Melissa Hedges, Math Trajectories for Young Learners, Part 1 ROUNDING UP: SEASON 4 | EPISODE 14 Research confirms that early mathematics experiences play a more significant role than we once imagined. Studies suggest that specific number competencies in 4-year-olds are strong predictors of fifth grade mathematics success. So what does it look like to provide meaningful mathematical experiences for our youngest learners?  Today, we'll explore this question with DeAnn Huinker from UW-Milwaukee and Melissa Hedges from the Milwaukee Public Schools.  BIOGRAPHY Dr. DeAnn Huinker is a professor of mathematics education in the Department of Teaching and Learning and directs the University of Wisconsin-Milwaukee Center for Mathematics and Science Education Research. Dr. Huinker teaches courses in mathematics education at the early childhood, elementary, and middle school levels. Dr. Melissa Hedges is a curriculum specialist who supports K–5 and K–8 schools for the Milwaukee Public Schools.  RESOURCES Math Trajectories for Young Learners book by DeAnn Huinker and Melissa Hedges Learning Trajectories website, featuring the work of Doug Clements and Julie Sarama  School Readiness and Later Achievement journal article by Greg Duncan and colleagues  Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11 journal article by Bethany Rittle-Johnson and colleagues TRANSCRIPT Mike Wallus: Welcome back to the podcast, DeAnn and Melissa. You have both been guests previously. It is a pleasure to have both of you back with us again to discuss your new book, Math Trajectories for Young Learners. Melissa Hedges: Thank you for having us. We're both very excited to be here. DeAnn Huinker: Yes, I concur. Good to see you and be here again. Mike: So DeAnn, I think what I'd like to do is just start with an important grounding question. What's a trajectory? DeAnn: That's exactly where we need to start, right? So as I think about, "What are learning trajectories?," I always envision them as these road maps of children's mathematical development. And what makes them so compelling is that these learning pathways are highly predictable. We can see where children are in their learning, and then we can be more intentional in our teaching when we know where they are currently at. But if I kind of think about the development of learning trajectories, they really are based on weaving together insights from research and practice to give us this clear picture of the typical development of children's learning. And as we always think about these learning trajectories, there are three main components.  The first component is a mathematical goal. This is the big ideas of math that children are learning. For example, counting, subitizing, decomposing shapes. The second component of a learning trajectory are developmental progressions. This is really the heart of a trajectory. And the progression lays out a sequence of distinct levels of thinking and reasoning that grow in mathematical sophistication. And then the third component are activities and tasks that align to and support children's movement along that particular trajectory.  Now, it's really important that we point out the learning trajectories that we use in our work with teachers and children were developed by Doug Clements and Julie Sarama. So we have taken their trajectories and worked to make them more usable and applicable for teachers in our area. So what Doug and Julie did is they mapped out children's learning starting at birth—when children are just-borns, 1-year-olds, 2-year-olds—and they mapped it out up till about age 8. And right now, last count, they have about 20 learning trajectories. And they're in different topics like number, operations, geometry, and measurement. And we have to put in a plug. They have a wonderful website. It's learningtrajectories.org. We go there often to learn more about the trajectories and to get ideas for activities and tasks.  Now, we're talking about this new book we have on math trajectories for young children. And in the book, we actually take a deep dive into just four of the trajectories. We look at counting, subitizing, composing numbers, and adding and subtracting. So back to your original question: What are they? Learning trajectories are highly predictable roadmaps of children's math learning that we can use to inform and support developmentally appropriate instruction. Mike: That's an incredibly helpful starting point. And I want to ask a follow-up just to get your thinking on the record. I wonder if you have thoughts about how you imagine educators could or should make use of the trajectories. Melissa: This is Melissa. I'll pick up with that question. So I'll piggyback on DeAnn's response and thinking around this highly predictable nature of a trajectory as a way to ground my first comment and that we want to always look at a trajectory as a tool. So it's really meant as an important tool to help us understand where a child is and their thinking right now, and then what those next steps might be to push for some deeper mathematical understanding.  So the first thing that when we work with teachers that we like to keep in mind, and one of the things that actually draw teachers to the trajectories is that they're strength-based. So it's not what a child can't do. It's what a child can do right now based off of experience and opportunity that they've had. We also really caution against using our trajectories as a way to kind of pigeonhole kids or rank kids or label kids because what we know is that as children have more experience and opportunity, they grow and they learn and they advance along that trajectory. So really it's a tool that's incredibly powerful when in the hands of a teacher that understands how they work to be able to think about where are the children right now in their classroom and what can they do to advance them.  And I think the other point that I would emphasize other than what moves children along is experience and opportunity. Children are going to be all over on the trajectory—that's been our experience—and they're in the same classroom. And it's not that some can't and some won't and some can; it's just some need more experience and some need more opportunity. So it's really opened up the door many ways to view a more equitable approach to mathematics instruction.  The other thing that I would say is, and DeAnn and I had big conversations about this when we were first using the trajectories, is: Do we look at the ages? So the trajectories that Clements and Sarama develop do have age markers on them. And we were a bit back and forth on, "Do we use them?," "Do we not?," knowing that mathematical growth is meant to be viewed through a developmental lens. So we had them on and then we had them off and then we shared them with teachers and many of our projects and the teachers were like, "No, no, no, put the ages back on. Trust us. We'll use them well." (laughs) And so the ages are back onto the trajectories. And what we've noticed is that they really do help us understand how to take either intentional steps forward or intentional steps back, depending on what kids are showing us on that trajectory.  The other spot that I would maybe put a plugin for on where we could use a trajectory and what would be an appropriate use for it would be for our special educators out there and to really start to use them to support clear, measurable IEP goals grounded in a developmental progress. So that's kind of what our rule of thumb would be around a "should" and "shouldn't" with the trajectories. Mike: That's really helpful. You mentioned the notion of experiences and opportunities being critical. So I wanted to take perhaps a bit of a detour and talk about what research tells us about the impact of early mathematics experiences, what impact that has on children. I wonder if you could share some of the research that you cite in the book with our listeners. DeAnn: Sure. This is DeAnn, and in the book we cite research throughout all of the chapters and aligned to all of the different trajectories. But as we think about our work, there really are a few studies that we anchor in, always, as we think about children's learning. And the research evidence is really clear that early mathematics matters. The math that children learn in these early years in prekindergarten, kindergarten, first grade—I mean, we're talking 4-, 5-, 6-year-olds, 7-year-olds—that their math learning is really more important than a lot of people think it is. OK? So as we think about these kind of anchor studies that we look at, one of the major studies in this area is from Greg Duncan and his colleagues, and there was a study published in 2007. And what they did is they examined data from thousands of children drawing information from six large-scale studies, and they found that the math knowledge and abilities of 4- and 5-year-olds was the strongest predictor of later achievement. I mean, 4- and 5-year-olds, that's just as they're starting school. Mike: Wow. DeAnn: Yeah. One of the surprising findings was that they found early math knowledge and abilities was a stronger predictor than social emotional skills, stronger than family background, and stronger than family income. That it was the math knowledge that was predictive. Mike: That's incredible. DeAnn: Yes. A couple other surprising things from this study was that early math was a stronger predictor than early reading. Now, we know reading is really important, and we know reading gets a lot of emphasis in the early grades, but math is a stronger predictor than reading. And then one last thing I'll say about this study is that early math not only predicts later math achievement, it also predicts later reading achievement. So that is always a surprise as we share that information with teachers, that early math seems to matter as much and perhaps more than early reading abilities.  There's a couple other studies I'll share with you as well. So there's this body of research that talks about [how] early math is very predictive of later learning, but we're teachers, we're educators. We like to know, "Well, what math seems to be most important?" So there was a study in 2016 that looked at children's math learning in prekindergarten, 4-year-olds, and then looked at their learning again back in fifth grade. And what was unique about this study is they looked closely at what specific math topics seemed to matter the most. And what they found was that advanced number competencies were the strongest predictors of later achievement.  Now, what are advanced number competencies? So these are the three that really stood out as being important. One was being able to count a set of objects with cardinality. So in other words, counting things, not just being able to recite a count sequence, no. So not verbal rote counting, but actually counting things, putting those numbers to objects. Another thing that they found [that] was really important was being able to count forward from any number. So if I said, "Start at 7 and keep counting," "Start at 23 and keep counting," that that was predictive of later learning. And the reason for that is when kids can count forward from a number, it helps them understand the structure of the number system, something we're always working on. And then the third thing that they found as part of advanced number competencies was conceptual subitizing. Now, what that is, is being able to see a number such as 5 as composed of subgroups, like 5 being composed of 4 and 1 or 3 and 2. So subitizing is being able to see the parts of a number, and that was really important for these 4-year-olds to begin working on for later learning.  All right. One more, Mike, that I can share? Mike: Fire away! Yes. DeAnn: OK. So this last area of research that I want to share is actually really important as we think about the work of teachers in kindergarten and first grade in particular. So what these researchers did is they looked at children's learning at the beginning of kindergarten and then at the end of first grade. So, wow, think of the math kids learn from 5, 6 years old. And they found that these gains in what children can do was more predictive of later achievement than just what knowledge they had coming in. So learning gains, what children do and learn in math in kindergarten and first grade, is predictive of their mathematical success up through third grade. And then another study took it even further and said: Wait a minute, what they learn in kindergarten and first grade even predicts children's math achievement into high school. So there's just a growing body of research and evidence that early math is really important. The math learning of 4-year-olds, 5-year-olds, 6-year-olds, and 7-year-olds really builds this foundation that determines children's mathematical success many years later. Mike: This feels like a really great segue to a conversation about what it means to provide students opportunities for meaningful counting. That feels particularly significant when I heard all of the ideas that you were sharing in the research. I'm wondering if you could talk about the features of a meaningful counting experience. If we were to try to break that down and think about: What does that mean? What does that look like? What types of experiences count as meaningful when it comes to counting? Could you all talk about that a little bit? Melissa: Yeah, that's a great question, Mike. This is Melissa.  So I think what's interesting about the idea of meaningful counting is, the more DeAnn and I studied the trajectory and spent time working with teachers and students, we came to the conclusion that the counting trajectory in particular is anchored, or a cornerstone of that counting trajectory is really meaningful counting. That once a skill is acquired—and we'll talk a little bit more about meaningful counting—but once that skill is acquired, it just builds and develops as kids grow and have more experience with number and quantity.  So when we think about meaningful counting, the phrase that we like to use is that "Numbers represent quantity." And it's just not that kids are saying numbers out loud, it's that when they say "5," they know what 5 means. They know how many that is. They can connect it to a context that they can go grab five of something. They might know that 5 is bigger than 2 or that 10 is bigger than 5. So they start to really play with this idea of quantity. And specifically when we're talking about kids engaging in meaningful counting, there's really key skills and understandings that we're looking and watching for as children count. The first one DeAnn already alluded to, is this idea of cardinality. So when I count how many I have—1, 2, 3, 4, 5—if that's the size of my set, when someone asks me, "How many is it?," I can say "5" without needing to go back and count. So I can hold that quantity. Another one is stable count sequence. So we used to call it rote count sequence. And again, DeAnn referenced the idea that, really, when we're asking kids to count, we're asking more than just saying numbers. So we think about the stability and the confidence in their counting. One of the pieces that we've started to really watch very carefully and think carefully about with our children as we're watching many of them count is their ability to organize. So it's not the job of the teacher to organize the counter, to tell the child how to lay out the counters. It really is the work of the child because it brings to bear counting, saying the numbers, maintaining cardinality, as well as sets them up and sets us up to see where they at with that one-to-one correspondence. So can they organize a set of counters in such a way that allows them to say one number, one touch, one object? And then as they continue to coordinate those skills, are they able to say back and hold onto the idea of quantity?  So the other ideas that we like to consider, mostly because they're embedded in the trajectory and we've seen them become incredibly important as we work with children, is the idea of producing a set. So when I ask a child, "Can you give me five?," they give me five, or are they able to stop when they get to five? Do they keep counting? Do they pick up a handful of counters and dump it in my hand? So all of those things are what we're looking for as we're thinking about the idea of producing a set.  And then finally, even for our youngest ones, we really place a fair importance on the idea of representing a count. So can they demonstrate, can they show on paper what they did or how many they have? So we leave with a very rudimentary math sketch. So if they've counted a collection of five, how would they represent five on that paper? What that allows then the teacher to do is to continue to leverage where the trajectory goes as well as what they know about young children to bring in meaningful experiences tied to writing numbers, tied to having conversations about numbers. So the kids aren't doing worksheets, they're actually documenting something very important to them, which is this collection of whatever it is that they just counted in a way that makes sense to them. And so I think the other part that I like to talk about when we think about meaningful counting is this idea of hierarchical inclusion. It's that idea that children understand that numbers are nested one within each other and that each number in the count sequence is exactly 1 higher than what they said before. So, many times our reference with that is with our teachers are those little nesting dolls. So we think about 1 and then we wrap 2 around it and then we wrap 3 around it. So when we think about the number 3, we're thinking, "Well, it's actually the quantity of 2 and 1 more." And we see that as a really powerful understanding in particular as our children get older and we ask them not just what is 1 more or 1 less, but what is 10 more or 10 less, that they take that and they extend that in meaningful ways. So again, the idea of meaningful counting, regardless of where we are on the trajectory, it's the idea that numbers represent quantities. And the neat thing about the trajectory—the counting trajectory in particular—is that they give us really beautiful markers as to when to watch for these. So we tend to talk about the trajectories as levels. So we'll say at level 6 on our counting trajectory is where we see cardinality first start to kind of show up, where we're starting to look for it. And then we watch that idea of cardinality grow as children get older, as they have more experience and opportunity, and as they work with larger numbers. Mike: That's incredibly helpful.  So I think one of the things that really jumped out, and I want to mark this and give you all an opportunity to be a little bit more explicit than you already were—this importance of linking numbers and quantities. And I wonder if you could say a bit more about what you mean, just to make sure that our listeners have a full understanding of why that is so significant. DeAnn: All right, this is DeAnn. I'll jump in and get started, and Melissa can add on.  As we first started to study the learning trajectory, the one thing we noticed was the importance of connecting things to quantity. Even some of the original levels didn't necessarily say "quantity," but we anchor our work to developing meaning for our work. And we always think about, even when we're skip-counting, it should be done with objects that we should be able to see skip-counting as quantities, not just as words that I'm reciting. So across the trajectory, we put this huge emphasis on always connecting them to items, to things, or to actions and to movements so that it's not just a word, but that word has some meaning and significance for the child. Mike: I think that takes me to the other bit of language, Melissa, that you said that I want to come back to. You said at one point when you were describing meaningful counting experiences, you said, "One number, one touch, one object." And I wonder if you could unpack that, particularly "one touch," for young children and why that feels significant. Melissa: That's a great question. And I'll come at this through a lens of watching many, many children count and working with lots and lots of teachers. When children are counting a set, many times they'll look and they'll go, "1, 2, 3, 4, 5, 6, 7, 8, 9," and then however many are in the collection, they'll just say, "9" by just looking. And one of the things that we've noticed is that sometimes we need to explicitly give permission to children to do what they need to do with that collection to find out how many. Sometimes they're afraid to touch the items. Sometimes they don't know that they can. And we don't come right out and say, "Go ahead and touch them." But we just say, "Gosh, is there another way that you could find out how many?" And what we notice are some amazing and interesting ways kids organize their collections. So sometimes to be able to get to that "one touch, one, number one object," they'll lay them out in a row. Sometimes they'll lay them out in a circle and they'll mark the one that they started with. Sometimes, with our little guys in particular, we like to give them collections where they have to sit things up, so like, the little counting bears. So if the bears are lying down, the kids will be very intentional in, "I set it up and I count it. I set it up and I count it. " And they all, many times, have to be facing the same direction as well. So the kids are very particular about, "How does this fit into the counting experience?" And I would say that's one thing that's been really significant for us in understanding that it really is the work of the child to do that "one touch, one object, one count" in a way that matters to them. And that a teacher can very easily lay it out and say, "Find out how many. Remember to touch one and tell me the number." Then it's not coming from the child. Then we don't know what they know. So that's been a really, really interesting aspect for us to watch in kids is, "How are they choosing to go into and enter into counting that?" And we look at that as problem solving from our youngest, from our 3-year-olds, all the way up, is: "What are you going to do with that pile of stuff in front of you?" And that's an authentic problem for them, and it's meaningful. Mike: I think what jumps out about that from me is the structure of what you just described is actually an experience and it's an opportunity to make sense of counting versus what perhaps has typically happened, which is a procedure for counting that we're asking kids to replicate and show us again. And what strikes me is you're advocating for a sensemaking opportunity because that's the work of the child. As opposed to, "Let me show you how to do it; you do it again and show it back to me," but what might be missing is meaning or connection to something that's real and that sets up what we think might be a house of cards or at the very least it has significant implications as you described in the research. Melissa: One of the things, Mike, that I would add on that actually I just thought about is, when you were talking about the importance of us letting the children figure out how they want to approach that task of organizing their count, is: It's coming from the child. And Clements and Sarama talk about, the beautiful work about the trajectory is that we see that the mathematics comes from the child and we can nurture that along in developmentally appropriate ways.  The other idea that popped into my mind is: It's kind of a parallel to when our children get older and we want to teach them a way to add and a way to subtract. And I'm going to show you how to do it and you follow my procedure. I'm going to show it; you follow my procedure. We know that that's not best practice either. And so we're really looking at: How do we grab onto that idea of number sense and move forward with it in a way that's meaningful with children from as young as 1 and 2 all the way up? Mike: I hope you've enjoyed the first half of our conversation with DeAnn and Melissa as much as I have. We'll release the second half of our conversation on April 9th. 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. © 2026 The Math Learning Center | www.mathlearningcenter.org

Mathematics quietly shapes some of the most important decisions in public life, from redistricting and congressional apportionment to federal research funding and AI policy. In this episode, Autumn and Noah speak with Dr. Karen Saxe, Senior Vice President of Government Relations at the American Mathematical Society, about how mathematical ideas influence representation, fairness, education, and the future of research. From gerrymandering and geometric compactness to life inside the U.S. Senate and the growing policy debates around AI, Karen reveals how deeply math is woven into the systems that govern everyday life.Chapters00:00 Introduction to the Conversation01:15 The Hot Tea in DC01:24 Gerrymandering and Mathematics03:42 Understanding Gerrymandering and Redistricting08:07 The Role of Mathematicians in Politics12:19 Experiences in the Senate with Al Franken19:32 Government Relations and the Role of Mathematics23:01 The Impact of AI on Mathematics and Policy28:41 Community Readiness for AI Transformations29:22 Diversity in Education and Its Challenges29:40 Bridging Mathematics and Politics29:58 Career Pathways: Academia to PolicyFollow Karen Saxe onLinkedIn (https://www.linkedin.com/in/karen-saxe-5015038a/)Website (https://www.ams.org/government)Follow Breaking Math on Substack (https://breakingmath.substack.com/)Twitter (https://x.com/breakingmathpod)Instagram (https://www.instagram.com/breakingmathmedia/)Bluesky (https://bsky.app/profile/breakingmath.bsky.social)Website (https://www.breakingmath.io/)YouTube (https://www.youtube.com/@BreakingMathPod)Follow Noah onInstagram (https://www.instagram.com/profnoahgian/)Twitter (https://x.com/ProfNoahGian)Bluesky (https://bsky.app/profile/profnoahgian.bsky.social)Follow Autumn onTwitter (https://x.com/1autumn_leaf)Bluesky (https://bsky.app/profile/1autumnleaf.bsky.social)Instagram (https://www.instagram.com/1autumnleaf/)Substack (https://substack.com/@1autumnleaf)email: breakingmathpodcast@gmail.com

In this episode, Frank and Candace speak with guest Samuel Hagh Shenas and they dive deep into the world of quantum research. Samuel Haag-Shinass is a PhD student at Oxford specializing in quantum information theory and quantum computation. Together, they explore the emerging intersections between quantum computing, artificial intelligence, and biological systems, discussing everything from quantum startups and incubators to the challenges of experimentally verifying quantum phenomena in biology.The conversation covers the excitement and shifts happening in academia as quantum computing transitions from a purely theoretical discipline to a field with real-world applications. Samuel Haag-Shinass shares his personal journey into theoretical physics, the importance of curiosity and mentorship, and his thoughts on the evolution of quantum research—highlighting the need for interdisciplinary collaboration and a proactive, adaptable mindset in students entering the field.Tune in for insights on quantum speedup, quantum biology, and the ever-expanding role of AI in quantum technology. Whether you're a seasoned researcher or simply quantum-curious, this episode offers both inspiring stories and practical advice for navigating the rapidly changing landscape of quantum science.LinksSamuel's LinkedIn - https://www.linkedin.com/in/samuel-hagh-shenas-796b4029a/Time Stamps00:00 "Why I Prefer Abstract Thinking"05:54 Maryland's Quantum Innovation Hub09:24 Quantum AI and Noisy Data12:03 The Importance of Mentorship15:31 Biology: Nature Defying Entropy17:20 Biology, Complexity, and Quantum Theory22:37 "Quantum Biology and Computing Evolution"24:19 "Quantum Computing for Molecular Insights"29:42 Observing Quantum Phenomena Challenges33:18 Super-Radiance and Quantum Boundaries37:10 "Choosing Depth Over Constraint"40:36 "Mathematics, Science, and Interconnection"44:17 "80s Documentary Sparks Tech Interest"47:56 "Evolution of Tech Careers"50:19 "Embracing Diversity in Development"53:47 Education's Industrial Era Legacy56:17 PhD Program Process Explained

Episode 351 Artificial intelligence is starting to solve mathematical theorems better than humans. Mathematicians say AI is now an existential threat to their work. As one professor puts it; “We are running out of places to hide.” From winning gold medals at mathematics competitions, to solving previously unanswered Erdős problems, multiple AI achievements have come together recently to exceed all expectations of its capabilities. Find out just how quickly the tech is advancing, how we can tell the AI isn't just hallucinating answers, why it may help us formalise all of mathematics - and whether it will really put humans out of a job. And 10 years on since Google's AlphaGo AI first beat human Go master Lee Sedol, we reflect on that epic moment and hear from Chris Maddison who saw it all unfold. Rowan Hooper is joined by New Scientist's Alex Wilkins to discuss “one of the most remarkable stories” he's ever worked on. Chapters (00:00) Intro - The biggest moment in the history of mathematics (01:10) The many problems AI is now solving (04:11) Are these models similar to ChatGPT or Claude? (05:09) Will AI help us advance the field of mathematics? (07:28) How can we check AI's answers - are they just hallucinations? (10:51) Why it's important to “formalise” maths (12:03) Will we become too reliant on this AI? (13:00) 10 years on since AI beat Lee Sedol at Go (14:54) AI creativity: The famous ‘Move 37' (16:50) How it felt to watch this epic moment (19:21) How AlphaGo led to the LLMs of today (20:25) Are regular chatbots becoming more creative? To read more about these stories, visit https://www.newscientist.com/ Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, Lauren Williams, professor of mathematics at Harvard University and a 2025 MacArthur Fellow, speaks about the surprising and often messy reality of mathematical research. The conversation begins with a turbulent moment in academia, when federal grants supporting her work were suddenly canceled—only months before she received the MacArthur “Genius Grant,” an unexpected recognition that allowed her to continue her research. Williams explains her work in algebraic combinatorics, illustrating how abstract mathematics can connect to real-world systems. The discussion also explores the human side of discovery, from collaborations that span continents to the strange coincidence of research papers and babies arriving the same week. Finally, the episode dives into one of the most intriguing experiments in modern mathematics: the First Proof project, which tests whether artificial intelligence can produce genuine mathematical proofs, revealing both the promise and the current limitations of AI-generated reasoning.Chapters01:27 Winning the MacArthur Genius Grant01:43 Becoming a Woman in Mathematics at Harvard04:25 Research Applications10:04 The Human Side of Research12:20 The First Proof Project18:29 Advice for Young Mathematicians22:51 The Intersection of Mathematics and AIFollow Lauren Williams on Instagram (https://www.instagram.com/laurenkwilliams42/ )Website (https://people.math.harvard.edu/~williams/)Follow Breaking Math on Substack (https://breakingmath.substack.com/) Twitter (https://x.com/breakingmathpod) Instagram (https://www.instagram.com/breakingmathmedia/) Bluesky (https://bsky.app/profile/breakingmath.bsky.social) Website (https://www.breakingmath.io/) YouTube (https://www.youtube.com/@BreakingMathPod) Follow Noah on Instagram (https://www.instagram.com/profnoahgian/) Twitter (https://x.com/ProfNoahGian) Bluesky (https://bsky.app/profile/profnoahgian.bsky.social) Follow Autumn on Twitter (https://x.com/1autumn_leaf) Bluesky (https://bsky.app/profile/1autumnleaf.bsky.social) Instagram (https://www.instagram.com/1autumnleaf/) email: breakingmathpodcast@gmail.com

In this episode, I'm joined by Anjanette McNeely, an award-winning kindergarten teacher in Davis County, Utah, who is deeply committed to research-informed classroom practice. Anjanette focuses on translating educational research into practical strategies that help every student build strong foundations in literacy and mathematics.She is LETRS-certified (Language Essentials for Teachers of Reading and Spelling) and holds a bachelor's degree in Early Childhood Education and a master's degree in Instructional Design. In addition to her classroom work, Anjanette has served as a literacy coach and curriculum writer. She is currently a Goyen Literacy Foundation Fellow, where she continues to deepen her work advancing evidence-based literacy instruction.Links:Substack:  https://substack.com/@anjanettemcneelyX: Anjanette McNeely (@anjanettemcnee2) / X This podcast sponsored by:The Bell Ringer, a weekly newsletter providing news, tools, and resources on the science of learning, written by education reporter Holly Korbey. Subscribe here. Murmuration Author Services by Mark Combes. Looking to write your first book? Murmuration Author Services is your friend and coach for this journey. Learn more here. 

What if understanding how AI thinks could reveal uncomfortable truths about how your own brain works, and give you powerful tools to make smarter decisions, resist manipulation, and upgrade your cognition at the root level? -Watch this episode on YouTube for the full video experience: https://www.youtube.com/@DaveAspreyBPR Host Dave Asprey sits down with Tom Griffiths, the Henry R. Luce Professor of Information Technology, Consciousness, and Culture in the Departments of Psychology and Computer Science at Princeton University. Griffiths directs Princeton's Computational Cognitive Science Lab, a research group focused on understanding the mathematical foundations of human cognition, and the Princeton Laboratory for Artificial Intelligence. He is the coauthor of Algorithms to Live By and the author of the new book The Laws of Thought, and his award-winning research has appeared in Science, Nature, and the Proceedings of the National Academy of Sciences. Together, Dave and Tom go deep on the cognitive science behind human performance, brain optimization, and the surprising overlap between biohacking and artificial intelligence. They explore why your body filters reality before your conscious brain ever sees it, how your mitochondria function as a distributed cognitive network, and what that means for longevity, decision-making, and neuroplasticity. You'll Learn: Why AI models reveal that humans may be more "stochastic parrots" than we'd like to admit How your mitochondria pre-process sensory reality before your auditory cortex even fires Why emotions like anger, love, and remorse are computational tools evolution built into your reward function How low energy and blood sugar directly degrade your decision-making at a hardware level What "resource rationality" means and how to use it to make better decisions under constraint Why AI systems have measurable psychological personalities, and which ones are least likely to mess with your head How neuroplasticity can eliminate the inner critic and reshape your mental operating system Why two-process cognition (fast and slow thinking) is a feature, not a bug, of human intelligence Thank you to our sponsors! -BEYOND Biohacking Conference 2026 | Register with code DAVE300 for $300 off https://beyondconference.com-Essentia | Go to https://myessentia.com/dave and use code DAVE for $100 off The Dave Asprey Upgrade.-Quantum Upgrade | Try it free for 15 days — no credit card required — at QuantumUpgrade.io/DAVE. Simple. Powerful. Backed by data.-Go to timeline.com/dave and save 20% with code DAVE20 Dave Asprey is a four-time New York Times bestselling author, founder of Bulletproof Coffee, and the father of biohacking. With over 1,000 interviews and 1 million monthly listeners, The Human Upgrade brings you the knowledge to take control of your biology, extend your longevity, and optimize every system in your body and mind. Each episode delivers cutting-edge insights in health, performance, neuroscience, supplements, nutrition, biohacking, emotional intelligence, and conscious living. New episodes are released every Tuesday, Thursday, Friday, and Sunday (BONUS). Dave asks the questions no one else will and gives you real tools to become stronger, smarter, and more resilient. Keywords: AI, cognitive science, Tom Griffiths, The Laws of Thought, Princeton, brain optimization, neuroplasticity, mitochondria, decision-making, biohacking, Dave Asprey, human performance, longevity, anti-aging, consciousness, large language models, dopamine, reward function, resource rationality, emotions, game theory, altered states, chronic fatigue, dual process theory, Danger Coffee, Smarter Not Harder, cognitive biases, memory, AI bias, neurofeedback, Algorithms to Live By Resources: • Get Tom's new book: https://www.amazon.com/Laws-Thought-Quest-Mathematical-Theory/dp/1250358353 • Get My 2026 Clean Nicotine Roadmap | Enroll for free at https://daveasprey.com/2026-clean-nicotine-roadmap/ • Dave Asprey's Latest News | Go to https://daveasprey.com/ to join Inside Track today. • Danger Coffee: https://dangercoffee.com/discount/dave15 • My Daily Supplements: SuppGrade Labs (15% Off) • Favorite Blue Light Blocking Glasses: TrueDark (15% Off) • Dave Asprey's BEYOND Conference: https://beyondconference.com • Dave Asprey's New Book – Heavily Meditated: https://daveasprey.com/heavily-meditated • Join My Substack (Live Access To Podcast Recordings): https://substack.daveasprey.com/ • Upgrade Labs: https://upgradelabs.com Timestamps: 00:00 – Intro00:50 - Tom's Background & Chronic Fatigue 10:22 – Mathematics of Mind 12:43 – Memory and Emotion 15:29 – Decision Making Under Constraints 21:10 – Computational Problems of Consciousness 24:18 – Reality Pre-Processing 26:14 – Meat Robots vs Stochastic Parrots 29:21 – Emotions: Game Theory 35:39 – Dual Systems: Model-Based vs Model-Free 39:22 – Mitochondria and Consciousness 50:00 – Testing AI Like Humans 52:11 – Choosing AI Models 57:14 – AI Research Questions See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

n episode THREE HUNDRED AND SIXTY-EIGHT, Mike and Kristi Meyer discuss mathematic and human flourishing. We hope you enjoy the episode! Let us know if you have questions you'd like us to address in a future episode.  For more about the show and the hosts, visit the Let the Bird Fly! website. Thanks for listening! Attributions for Music and Image used in this Episode: “The Last One” by Jahzzar is licensed under an Attribution-ShareAlike 3.0 International License. “Gib laut” by Dirk Becker is licensed under an Attribution-NonCommercial-NoDerivatives (aka Music Sharing) 3.0 International License. “Whistling Down the Road” by Silent Partner.

Mathematics is everywhere: a common refrain from high school math teachers. But did you ever think math could be linked to literature? And not just in works from the literary greats of the past but for example Michael Crichton's Jurassic Park. The relationship between math and literature are fundamentally creative, says Sarah Hart, a mathematician and author who speaks to Nahlah Ayed about how these two things that seem so polar opposite are deeply intertwined.Sarah Hart's book is called Once Upon a Prime: The Wondrous Connections Between Mathematics and Literature.

In this episode, we explore “Quantifying Africa's Oceans: Ubuntu Mathematics, Ancestral Intelligence, and the Sovereign Ledger of Maritime Wealth.”Simone Melrino Smith-Godfrey, Founder and CEO of the Centre for Applied Maritime Studies (CAMS), unveils an innovative framework to help Africa value its oceans differently. In this conversation, she breaks down Ubuntu Mathematics, reframes the ocean as a sovereign ledger of maritime wealth, and illustrates how blending ancestral knowledge with modern verification and accountability systems can transform ocean governance.This episode introduces groundbreaking ideas that drive innovation in maritime valuation, empower resource governance, and promote economic sovereignty. We discuss how greater African ownership of ocean resources can shape the future of the Blue Economy.

The musical film The Little Mermaid was released in cinemas on 24 May 2023. This movie highlights the importance of representations in the media. This effect has a name: the Scully Effect. The combination made for an unprecedented representation of women on TV at the time, with audiences far more accustomed to seeing scientists played by white men. The fields of Science, Technology, Engineering and Mathematics are grouped together under the name of STEM professions. And Dana Scully was one of the first female characters in such a field to feature on prime-time TV, which would inspire a generation of young women to start careers in STEM professions. The phenomenon has become referred to as the Scully Effect. Is there any data to back it up? Why did Scully become such an inspirational figure? In under 3 minutes, we answer your questions! To listen to the latest episodes, click here: ⁠⁠What is the best time of day to take a shower?⁠⁠ ⁠⁠How can I recognise ultra-processed foods?⁠⁠ ⁠⁠How does the 3-30-300 rule affect my mental health?⁠⁠ A Bababam Originals podcast written and realised by Joseph Chance. First Broadcast: 7/10/2022 Learn more about your ad choices. Visit megaphone.fm/adchoices

We are excited to welcome a friend of the show, Brent Sullivan of The Tax Alpha Insider. We discuss all things Tax Alpha as the investment puzzle is different when it comes to taxable investors. I have been fortunate to have known Brent since the very beginnings of his Tax Alpha Insider Newsletter, a highly successful, focused publication in the wealth management space. I often say that he could become the Michael Kitces of Tax Alpha. Brent is also behind the first Tax Alpha Conference, Basis Northwest, in Seattle on May 28th and 29th, which I will be attending. Brent has an interesting career background, both corporate and entrepreneurial. As mentioned before, he is the Founder of The Tax Alpha Insider, as well as the Basis Northwest Conference. He was also a Software Engineer at Parametric, who is the godfather of direct indexing. Before that, he worked in Investment Banking and Asset Management. Brent holds a Masters of Engineering from Cornell University (Financial Engineering/Statistics), as well as a Bachelor of Science in Mathematics from the University of California, Riverside. In this episode, we discuss all things Tax Alpha, as this is our first interview with Brent. We talk about the reasons he decided to launch this, why Tax Alpha is important now, and how this is one of the best times in history to be a taxable investor with all of the tools available. We discuss everything from householding/asset location, to direct indexing, to tax-aware long-short, buffer ETF's, 351 exchanges, advisor launched ETF's, assets that shouldn't be used for taxable investors, collars/variable prepaid forward contracts, heartbeat trades/ETF share classes, box loans, tax alpha as a volatility buffer, trader funds, etc. We also discuss the impact of AI on advisors and taxable investing, as well as taking the other side, why not just pay the taxes and keep things simple. Today's hosts are Steve Curley, CFA (Co-Managing Principal, 55 North Private Wealth) & co-host Chris Cannon, CFA (CIO/Principal, FirsTrust). Please enjoy the episode. You can follow us on Twitter & LinkedIn or at investorsfirstpodcast.com Learn more: https://www.taxalphainsider.com/ https://www.basisconf.com/

In this conversation, Dr. Bryna Kra discusses her journey in mathematics, focusing on her research, dynamical systems, the importance of collaboration, and the role of the American Mathematical Society. She emphasizes the need for better communication within the mathematics community and the challenges it faces, particularly regarding diversity and inclusion. Bryna shares her experiences in mentoring women in mathematics and reflects on her career achievements while looking forward to future contributions in the field.TakeawaysMathematics is a dynamic field that evolves over time.Explaining the applications of mathematical research is essential.Collaboration often starts in unexpected places.Dynamical systems connect seemingly unrelated mathematical fields.The AMS plays a crucial role in supporting mathematicians.Communication is key to addressing challenges in the mathematics community.Women in mathematics need more support and mentorship.Creating pathways for underrepresented groups is vital.Asking for help can lead to significant changes in academia.Reflecting on one's career can inspire future generations. Chapters00:00 Introduction to Dynamical Systems01:33 The Intersection of Number Theory and Dynamical Systems03:23 Communicating Abstract Mathematics05:21 The Evolution of Mathematical Fields07:09 Quirky Anecdotes in Mathematics09:49 Leading the American Mathematical Society15:01 Challenges Facing the Mathematics Community18:08 Roles in the National Mathematics Community21:11 Women in Mathematics and Mentorship27:02 Reflections on a Successful CareerBryna does not have social media, but you can email us to contact her,Follow Noah on Instagram, Twitter, Bluesky Follow Breaking Math on Substack, Patreon, Twitter, Instagram, Website, YouTube, TikTokFollow Autumn on Twitter, BlueSky, Instagram, SubstackBecome a guest here

Have you ever walked into a space and immediately felt calmer, without knowing why? Or noticed how a room flooded with natural light just feels better to be in? That's not an accident. It's your nervous system responding to your environment, and it's exactly why biophilic design matters more than ever in interior design today.In this episode, I'm sitting down with returning guest and seasoned residential designer Martha Lowry to unpack what biophilic design really is — beyond the buzzword. We're talking about how bringing elements of the natural environment indoors can dramatically improve emotional well-being, mental health, creativity, and even how clients experience their homes daily. This conversation is especially important for interior designers who want to design spaces that don't just look beautiful, but truly support the people living in them.If you've ever struggled to explain why certain design choices feel right — or you want to add more depth, science, and intention to your client communication — this episode will help you understand how natural light, plants, color psychology, organic shapes, and neuro-aesthetics work together to create homes that heal, calm, and inspire. Biophilic design isn't about trends. It's about designing with the human experience in mind.Featured GuestMartha Lowry is a residential interior designer with over three decades of experience and a unique balance of analytical and creative expertise. She holds a Bachelor of Arts in Mathematics and a Bachelor of Arts in Interior Design, and she is a member of the Design Leaders Collective. Based in North Carolina, Martha's work focuses on creating emotionally supportive, beautifully intentional homes rooted in biophilic design, neuro-esthetics, and a deep understanding of how people experience space.What You'll Learn in This Episode✳️ What biophilic design is and why it matters✳️ How natural light impacts mood, energy, and well-being✳️ Using plants and materials to bring nature indoors✳️ Color psychology and emotional responses in interior design✳️ How designers apply biophilic principles for healthier homesRead the Blog >>> 5 Biophilic Design Elements for Healthier, Calmer HomesNEXT STEPS:

Episode: 2562 Paul Samuelson and the textbook Economics.  Today, a book that helped educate the world.

Today ON VINYL VIBRATIONS I FEATURE THE MUSIC OF the MULTI-TALENTED, Camille Saint-Saens. M1 Saint-Saens: Symphony No.1 in E Flat, Op 2, III Adagio, (Saint-Saens 1853), Capitol Records/Angel, 1973 (10:00)  M2 SAINT-SAENS: Symphony No.2 in A Minor, Op 55, II Adagio, (Saint-Saens 1859), Capitol Records/Angel, 1973 (3:59)  M3 Symphony No.2 in A Minor, Op 55, IV Prestissimo, (Saint-Saens 1859), Capitol Records/Angel, 1973 (7:19)  M4 Saint-Saens: Symphony No.3 in C Minor Op 78 (Organ Symphony), Philadelphia Orchestra, I Allegro Moderato, Poco adagio, (Saint-Saens 1886) Columbia Records, 1963 (9:00) M5 Saint-Saens: Symphony No.3 in C Minor Op 78 (Organ Symphony), Philadelphia Orchestra, II Maestoso, Allegro, (Saint-Saens 1886) Columbia Records, 1963 (7:20) M6 The Swan – The Carnival of the Animals XIII, (Saint-Saens 1886), Silhouettes -Virgil Fox/Organ” Capitol Records, 1960 (2:39)  Saint-Saens lived from 1835 to 1921, and was born in PARIS. He was a composer, organist, conductor and pianist of the Romantic Era, that's music that was featured throughout the 19th century. He was a musical prodigy, of course. He had perfect pitch. A grand aunt taught him some piano basics at three, and he was a music pupil at the age of 7. He gave informal performances at the age of 5, and his public debut was at age 10 performing the music of Mozart and Beethoven. He and studied at the Paris Conservatoire starting at age 13 to age 18. His first “job” was a ORGANIST at the Saint Merri Church – 26,000 parishioners. That sounds like a typical trajectory for a young musical prodigy. But, unlike other music students, Saint-Saens had a broad focus. He was a multi-tracker of the day, with varying and distinguished interests such as the study of Latin, Greek, Divinity and Mathematics. He was talented amateur Astronomer throughout his adult life.   In today's podcast I review portions of 4 SAINT-SAENS COMPOSITIONS, pieces composed between 1853 and 1886, or when Saint-Saens was from the age of 17 to 50. We will hear 6 movements from 4 works – those 4 works are Symphony No. 1 Symphony No. 2 Symphony No. 3 Carnival of the Animals

Learning to teach mathematics better with Dr. Amanda Sawyer, a full professor in the College of Education at James Madison University. She shares about some new resources she has created that provide global perspectives - and different practices - that are supported by universally-true properties of mathematics. Several of these are centered around Mable MATHis Mysteries, and are useful for students and adults, including preservice and practicing teachers. Mable MATHis Mysteries website https://mablemathis.com/ YouTube channel: https://www.youtube.com/@MableMATHisMiniMemos Amazon link to Mable MATHis and the Mysterious Aunt SallySpecial Guest: Amanda Sawyer.

Life_with_Dexter_Mathematics_Problem

In this episode of the Mr Barton Maths podcast, Professor Victoria Simms discusses her research on children's mathematical thinking and the importance of family involvement in early education. She emphasises the role of the home environment in shaping children's mathematical experiences and the need for supportive resources for parents. The discussion also covers the challenges of early education, the impact of sibling interactions, and the long-term effects of early mathematical experiences. Vic shares insights on data-collection methodologies in educational research and highlights the importance of fostering positive mathematical experiences at home. Access the show notes here: podcast.mrbartonmaths.com/213-research-in-action-30-supporting-families-with-mathematics-with-vic-simms

Joel David Hamkins, author of Proof and the Art of Mathematics, presents the game Buckets of Fish, which seemingly will go on forever. Yet he presents a proof that it will always come to an end. In fact, he proves it using contradiction, mathematical induction, and even transfinite ordinals. Why do mathematicians like to do multiple proofs of a single statement? He also gives a winning strategy for the game and proves it works.

Seven students at Trinity College Dublin have this week received Three Ireland Connect to STEM Scholarships for Women, as part of an initiative to support the next generation of women leaders in science and technology. The awards were presented at an evening ceremony on Monday, February 23rd, 2026. The awardees, who are first and second-year students at Trinity, are the latest of more than 20 Trinity students to be awarded Three Ireland Connect to STEM Scholarships for Women since the programme began in 2022/23. They are: — Leah Nolan, Theoretical Physics (1st year) Cork — Anuska Saha, Engineering (1st year) Kerry — Lucy Pakenham, Engineering (1st year) Meath — Heather McFadden, PhysicalSciences (1st year) Sligo — Charlotte MacDonnell, Theoretical Physics (2nd year), Dublin — Alicia O'Keeffe, Engineering with Management (2nd year), Cork — Rahma Elmbaridi, Engineering (2nd year) Louth Administered by the Faculty of STEM and Trinity Access Programmes, each scholarship is worth €20,000 over a four-year undergraduate degree programme (or €15,000 over three years). The scholarship scheme is designed to attract, encourage and support women to study STEM subjects at Trinity. The successful students receive additional mentoring support from Three Ireland and from the Faculty of STEM. In October 2025, the scholarship application process was open to both first-year and second-year student applicants who are registered in selected STEM courses. Recipients were chosen based on a written application. The scholarships are open to female students who are resident in Ireland and have accepted a place in one of the following Trinity undergraduate programmes: School of Computer Science & Statistics, School of Engineering, School of Mathematics, School of Physics and the School of Chemistry (Chemical Science only). Dr Linda Doyle, Provost, Trinity College Dublin, said: "We need many more women studying, shaping, and leading in STEM, and it is vital that we create pathways that empower them to do so. "The Three Ireland Connect to STEM programme is proving to be transformative in this mission. I want to congratulate this year's awardees, and I also want to thank Three Ireland for working with us to support these remarkable women." Prof. Sylvia Draper, Dean of STEM at Trinity, said: "I want to acknowledge the personal stories and the achievements of all the applicants. The students who have won these scholarships are truly deserving of our admiration and our support. I have no doubt that they will go on to do extraordinary things and to make their mark in the college, in science, in society, and in the world of work. The enthusiasm, commitment, and engagement of everyone involved in this programme has been inspiring. "These scholarships would not have been possible but for the generosity and vision of Three Ireland. It has been wonderful to work with them so closely. Their support has helped us to offer STEM programmes that are open to all, and to ensure that we have Three Ireland Connect to STEM scholars, with the skills to address global challenges and to advance diversity throughout their careers." Elaine Carey, Chief Executive Officer, Three Ireland, said: "Innovation is at the heart of everything we do at Three Ireland and as a major employer in this sector, we are deeply committed to building a more diverse and representative STEM community. We know we need more women in STEM, and that is why our partnership with Trinity matters so much. Through the Connect to STEM Scholarships, we are helping to remove barriers, build confidence, and create meaningful pathways to opportunity. "It was a real privilege to meet this year's scholarship recipients and hear their stories. The calibre of talent, determination and ambition on display was truly impressive. These young women have incredibly bright futures ahead of them, and we are proud to play a small part in supporting their journey." More about Irish Tech News Irish Tech News are Ireland's No. 1...

In this conversation, Ian Stewart discusses the nature of mathematical inquiry, the motivations behind problem-solving in mathematics, and the importance of storytelling in making math relatable. He explores the relationship between nature and mathematics, emphasizing how patterns in nature inspire mathematical concepts. Stewart also addresses the role of AI in mathematical discovery and the importance of choosing meaningful problems to work on. He concludes by highlighting the vital role of mathematics in society and its significant contributions to the economy.Takeaways-Mathematics is driven by curiosity and the desire to solve problems-Nature serves as a significant source of inspiration for mathematical ideas.-Mathematicians often seek deeper understanding beyond just solving problems.-AI can be a powerful tool in mathematical discovery, but it raises questions about understanding-Choosing problems that interest you is crucial for success in mathematics.-Mathematics has a profound impact on various industries and the economy.Chapters00:00 The Origins of Mathematical Problems06:12 Breaking Down Complex Problems09:57 The Beauty of Mathematical Proofs15:21 The Role of Storytelling in Mathematics20:10 Nature as Inspiration for Mathematics24:30 The Pursuit of Mathematical Extremes27:00 The Complexity of the Four Color Theorem Proof28:38 The Impact of Computer-Aided Proofs on Understanding31:21 The Quest for Deeper Mathematical Insights32:11 AI and the Evolving Boundaries of Mathematics34:35 The Dilemma of Solving Without Understanding38:49 Guiding the Next Generation of MathematiciansYou can purchase Ian Stewart's book here. Follow Noah on Instagram, LinkedIn, Twitter, Bluesky Follow Breaking Math on Substack, Patreon, Twitter, Instagram, Website, YouTube, TikTokFollow Autumn on Twitter, BlueSky, Instagram, SubstackBecome a guest hereemail: breakingmathpodcast@gmail.com

In what ways can Math Workshop meet every learner's need for safety, purpose, inspiration, challenge, support, and growth?Join Wendy Ward Hoffer as she sits down with Michelle Morris Jones on PEBC's Phenomenal Teaching Podcast to discuss her newest book, All Minds on Mathematics: Math Workshop for Every Learner.In this episode, Wendy reflects on how her thinking about Math Workshop has evolved since the publication of Minds on Mathematics (2012) and shares her current beliefs about designing and facilitating math lessons that make learning accessible, joyful, and transformative for every student. In addition, she outlines the ways in which mathematics is unique in its liberatory possibilities for all learners. Wendy offers both practical insight and deep reflection. All Minds on Mathematics is more than a professional resource ~ it's a companion and a steady whisper of encouragement for every math teacher striving to reach every learner.Extra CreditHow many two-digit numbers have a cube root? And how many three-digit numbers have a cube root?About WendyWendy Ward Hoffer is the author of the forthcoming All Minds on Mathematics, as well as Phenomenal Teaching, Cultivating STEM Identities, Minds on Mathematics, and Science as Thinking, all published by Heinemann. She is also the author of Developing Literate Mathematicians, published by National Council of Teachers of Mathematics.Wendy serves as Senior Director of Content Development and Publications for the Denver-based Public Education & Business Coalition (PEBC) and travels nationally to provide professional learning for teachers at all levels. She is passionate about promoting rich thinking across content areas—especially in math and science.About the PodcastThe Phenomenal Teaching Podcast is brought to you by the Public Education & Business Coalition (PEBC) and is designed to elevate the strands of the PEBC Teaching Framework, as illustrated in Phenomenal Teaching.Thank you for joining us as we share the stories of educators who are making classrooms and schools more phenomenal than ever—by intentionally cultivating community, purposeful planning, workshop structures, thinking strategies, rich discourse, and assessment practices that promote agency and deep understanding.

Welcome back, Void! It's our mother's birthday so we will be discussing one of her favorite topics: SPORT! This time we're discussing baseball, and in particular Moneyball, which took place in our community. It's the story of the criminally underpaid Oakland A's and their quest to get slightly better. This movie is not about successes or heroic deeds, it's about STATISTICS, ANALYTICS, and MATHEMATICS!! We do have a ton of fun talking about submarine pitchers, the Streak, the superstitions of baseball, and the mad mind games of player trading. Brennan has a one-sided beef with KNBR, Erin can relate to Hatteberg through her kickball experiences, and they both agree that Oakland's love for their teams has not been reciprocated by the team owners (EVER). Despite the A's move to Las Vegas, and despite our hosts being bigger fans of other teams, let's be real, it's hard not to be romantic about baseball.

Welcome to Episode 156 of the Think UDL podcast: Math Choices and Contract Grading with Tracey Howell and Trina Palmer. Dr. Tracey Howell is an Assistant Professor of Mathematics and Dr. Trina Palmer is a Professor in the Department of Mathematical Sciences at Appalachian State University. In today's conversation we discuss several UDL interventions in math courses including contract grading and various choices you can give your students in math courses. We will discuss the benefits and types of contracts you could use if you implement contract grading as well as student reaction to contract grading. We also discuss the use of technology and opportunities for choice in math classes and how these were received looking at student feedback. Trina and Tracey have graciously shared their slides from a presentation they gave on this topic and you'll find it in the resource section just before the transcript on this episode's webpage at ThinkUDL.org.

This lecture was recorded by Alain Goriely on 13th February 2026 at Bernard's Inn Hall, LondonAlain Goriely is a mathematician with broad interests in mathematical methods, mechanics, sciences, and engineering. He is well known for his contributions to dynamical systems, mathematical biology, as well as fundamental and applied mechanics. He is particularly well known for the development of a mathematical theory of biological growth, culminating with his seminal monograph The Mathematics on Mechanics of Biological Growth (2017).He received his PhD from the University of Brussels in 1994 where he became a lecturer. In 1996, he joined the University of Arizona where he established a research group within the renowned Program of Applied Mathematics. In 2010, he joined the University of Oxford as the inaugural Statutory Professor of Mathematical Modelling and fellow of St. Catherine's College. He is currently the Director of the Oxford Centre for Industrial and Applied Mathematics.The transcript and downloadable versions of the lecture are available from the Gresham College website: https://www.gresham.ac.uk/watch-now/she-sellsGresham College has offered free public lectures for over 400 years, thanks to the generosity of our supporters. There are currently over 2,500 lectures free to access. We believe that everyone should have the opportunity to learn from some of the greatest minds. To support Gresham's mission, please consider making a donation: https://gresham.ac.uk/support/Website:  https://gresham.ac.ukTwitter:  https://twitter.com/greshamcollegeFacebook: https://facebook.com/greshamcollegeInstagram: https://instagram.com/greshamcollegeSupport the show

  Krissi Braun Linkedin Education: Lake Forest College-  B.A. Mathematics, M.A. Teaching

It's great to learn from other educators. In this episode, Pam and Kim relay their experience at NCTM Spring 2026, giving their unique perspective of modern teaching trends.Talking Points:The need to define the terms curriculum, resources, scope and sequence, standards, contentClarity before competence Mathematics as both a noun and a verbCaution around "research" and the "science of math" The micro-routine "Interpret with Intention"Different types of strategiesCheck out our social mediaTwitter: @PWHarrisInstagram: Pam Harris_mathFacebook: Pam Harris, author, mathematics educationLinkedin: Pam Harris Consulting LLC 

In this conversation, Ravi Vakil discusses the beauty of mathematics, the impact of AI on the field, and the importance of human interaction in mathematical education. He emphasizes the social nature of mathematics and the potential dangers of AI-generated content flooding the mathematical community. The discussion also touches on the future of education, the role of leadership in mathematics, and the balance between mathematics and other disciplines. Throughout, Vakil encourages aspiring mathematicians to embrace the beauty and interconnectedness of the subject.TakeawaysMathematics is fundamentally about curiosity and connection.The beauty of mathematics can be shared and experienced collectively.AI poses both opportunities and challenges for the field of mathematics.Mathematics thrives on social interaction and collaboration.The influx of AI-generated content may dilute the quality of mathematical research.Education in mathematics requires human interaction and cannot be fully replaced by technology.Leadership in mathematics should focus on long-term investments in education.Chapters00:00 Introduction and Setting the Stage01:11 The Beauty of Mathematics03:57 The Intersection of Mathematics and Technology05:41 AI's Role in Mathematics07:36 Emerging Mathematical Ideas in the Age of AI09:12 Community Dynamics in Mathematics13:32 Challenges of AI in Academic Publishing17:08 The Future of Writing and Learning in Mathematics19:42 The Value of Human Interaction in Education22:33 The Future of Mathematics and AI30:15 Leadership in Mathematics and Education35:47 Balancing Mathematics with Liberal Arts39:48 Encouragement for Aspiring MathematiciansFollow Noah on Instagram, Twitter, Bluesky Follow Breaking Math on Substack, Twitter, Instagram, Website, YouTube, TikTokFollow Autumn on Twitter, BlueSky, Instagram, SubstackBecome a guest hereemail: breakingmathpodcast@gmail.com

This edWeb podcast is sponsored by Sadlier.The webinar recording can be accessed here.This edWebinar lays the foundation for children's language development, comprehension, and long-term academic success. Educators explore how intentional, research-based instruction supports knowledge building in early childhood while honoring play, curiosity, and developmentally appropriate practice.This session highlights the role of integrated literacy and mathematics experiences in strengthening young learners' understanding of the world, expanding vocabulary, and promoting equity and access in PreK classrooms. Listeners gain insights into how research can be translated into meaningful, practical classroom instruction.The goal of this session is to help PreK educators understand the importance of knowledge building and apply research-informed practices that support early learning. Listeners:Understand why knowledge building is essential in PreKExplore connections between literacy, mathematics, and content-rich instructionIdentify research-based practices that promote equity and accessTranslate research into daily instructional practiceThis edWeb podcast is of interest to PreK teachers, school leaders, and district leaders.SadlierTo prepare children for the world of tomorrow, it takes a partner that has experience.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

 In this special capstone episode of The Modern Math Teacher Podcast, I'm joined by John SanGiovanni, co-author of Productive Math Struggle, for a reflective conversation on what productive struggle looks like in real classrooms—and how educators can support it intentionally.This episode wraps up our six-part Productive Math Struggle mini-series and is guided by questions shared directly from teachers I've been working with across my district and county. Together, we reflect on the impact of this work, common challenges teachers face, and practical ways to support student thinking, perseverance, and confidence in math.

Kathryn Gomes, author of Apologia's Exploring Creation with Mathematics, joins Davis Carman on the Let's Talk Homeschool podcast to discuss all things homeschool math.

Is math truly universal—or just human? Explore how alien minds might think, count, and reason in ways we don't recognize as mathematics at all.Get Nebula using my link for 50% off an annual subscription: https://go.nebula.tv/isaacarthurWatch my exclusive video The Future of Interstellar Communication: https://nebula.tv/videos/isaacarthur-chronoengineering-manipulating-time-as-technologyCheck out Joe Scott's Oldest & Newest: https://nebula.tv/videos/joescott-oldest-and-newest-places-on-earth?ref=isaacarthur

Is math truly universal—or just human? Explore how alien minds might think, count, and reason in ways we don't recognize as mathematics at all.Get Nebula using my link for 50% off an annual subscription: https://go.nebula.tv/isaacarthurWatch my exclusive video The Future of Interstellar Communication: https://nebula.tv/videos/isaacarthur-chronoengineering-manipulating-time-as-technologyCheck out Joe Scott's Oldest & Newest: https://nebula.tv/videos/joescott-oldest-and-newest-places-on-earth?ref=isaacarthur

This episode asks a simple question: if forces act, what is actually moving? Physicist Dmitrii Osenilo revives a gaseous aether model built from hydrodynamics, vortex motion, and mechanical principles rather than abstract fields. Light, charge, and spin are reframed as structured flows in a compressible medium, with Maxwell's equations emerging from fluid dynamics instead of postulated forces. It is an argument that physics should not stop at mathematics, but push toward a coherent, visualizable account of what the vacuum is made of and how it moves.Part 2: https://youtu.be/7F9bwPm_iQMPATREON https://www.patreon.com/c/demystifysciPARADOX LOST PRE-SALE: https://buy.stripe.com/7sY7sKdoN5d29eUdYddEs0bHOMEBREW MUSIC - Check out our new album!Hard Copies (Vinyl): FREE SHIPPING https://demystifysci-shop.fourthwall.com/products/vinyl-lp-secretary-of-nature-everything-is-so-good-hereStreaming:https://secretaryofnature.bandcamp.com/album/everything-is-so-good-herePARADIGM DRIFThttps://demystifysci.com/paradigm-drift-show00:00 Go! Aether Returns: A Hydrodynamic Alternative00:02:07 Building a Gaseous Aether Model00:06:04 Vortices and the Michelson-Morley Revisit00:09:46 Why Mechanical Models Were Abandoned00:17:09 What Do We Actually Measure in Physics?00:20:08 Aether Drift, Relativity, and Interpretation00:23:20 The Metaphysics Behind Modern Physics00:26:24 Should Nature Make Mechanical Sense?00:28:40 Mathematics vs Physical Reality00:31:14 What Makes a Good Scientific Theory?00:34:08 Computational Limits and Lost Hydrodynamics00:39:04 Vortices as the Basis of Electrodynamics00:43:51 Why Aether Must Be a Gas00:48:48 The Problem with Elastic Solid Aether00:53:19 Why Transverse Waves Matter00:55:14 Electromagnetism as Vortex Flow01:00:04 Particles as Toroidal Vortices#physics #aether , #fluiddynamics , #vortex , #hydrodynamics , #quantumphysics, #gravity #Electrodynamics, #toroid , #astrophysics #physicspodcast, #philosophypodcast MERCH: Rock some DemystifySci gear : https://demystifysci-shop.fourthwall.com/AMAZON: Do your shopping through this link: https://amzn.to/3YyoT98DONATE: https://bit.ly/3wkPqaDSUBSTACK: https://substack.com/@UCqV4_7i9h1_V7hY48eZZSLw@demystifysci RSS: https://anchor.fm/s/2be66934/podcast/rssMAILING LIST: https://bit.ly/3v3kz2S SOCIAL: - Discord: https://discord.gg/MJzKT8CQub- Facebook: https://www.facebook.com/groups/DemystifySci- Instagram: https://www.instagram.com/DemystifySci/- Twitter: https://twitter.com/DemystifySciMUSIC: -Shilo Delay: https://g.co/kgs/oty671

What would faith look like if living in a place where owning a Bible could cost you your freedom? Tune in for an inspiring discussion with Dirk Smith on his new book The Impossible Dream: The Unstoppable Journey of God's Word Behind the Iron Curtain and Beyond.Moments with Marianne airs in the Southern California area on KMET1490AM & 98.1 FM, an ABC Talk News Radio Affiliate!  https://www.kmet1490am.comDirk Smith, co-author of The Impossible Dream, serves as EEM Vice President, following his highly successful tenure as a development officer with his alma mater, Harding University. An accomplished manager, he earned experience in business development with an eye for revenue building through positions with firms like Jackson & Coker in Dallas, Texas, and T. Williams Consulting serving clients in Pennsylvania, New Jersey and New York. He has a bachelor's degree in Mathematics and an MBA with a focus on Organizational Development and Ethics. At EEM, Dirk oversees fundraising and marketing efforts as well as assists with U.S. operations. He is an experienced presenter and storyteller and loves sharing the stories of what God is doing through the ministry of EEM. https://theimpossibledreambook.com/ https://eem.orgLearn more about publishing your book, publicity services, and show opportunities at: https://www.mariannepestana.com 

On this episode of the Jered Williams Show, Kristen Deese, a financial expert and former trades business owner, provides a comprehensive overview of financial management for home services companies. She delves into the key components of the Profit and Loss (P&L) statement, including revenue, cost of goods sold, and overhead expenses, emphasizing the importance of aligning job costing and financial reporting. Kristen also discusses the balance sheet, cash flow management, and the strategic use of depreciation and tax strategies. Additionally, she highlights the significance of managing overhead expenses, hiring the right talent, and fostering a positive company culture. The episode concludes with an invitation to an upcoming event in Pensacola, where attendees can further explore these critical financial and operational topics.

Episode: 2556 Euclid's Elements, David Hilbert, and modern notions of mathematical abstraction.  Today, making a point.

Apple's latest attempt to revamp Siri are running into some snags. This is the daily Tech and Business Report. Today, KCBS Radio anchor Holly Quan spoke with Bloomberg's Samantha Kelly.

This episode of Room to Grow, Curtis and Joanie welcome Zandra de Araujo to the podcast. Zandra and her colleagues, Sam Otten and Amber Candella created math classroom “Instructional Nudges,” small tweaks to classroom practice that can make a significant impact on student engagement, learning, and sense making of mathematics.  The conversation reveals the origin of the Instructional Nudges project, some specific example nudges and how they work, and the coming soon Instructional Nudges aligned to the Mathematics Language Routines. Everyone will walk away with an idea or two to implement right away in the classroom! Additional referenced content includes:·       Zandra's personal webpage·       Practice-Driven PD webpage which houses all of the Instructional Nudges·       NCTM article – Rate and Review nudge·       Incremental PD guide·       Two-minute teacher guide videos Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on X and Instagram: @JoanieFun and @cbmathguy. 

What is infinity? Neil deGrasse Tyson and comedian Negin Farsad explore whether we are in a finite universe, the issues with infinity, string theory, and more with theoretical physicist Stephon Alexander.Originally aired April 11, 2023. NOTE: StarTalk+ Patrons can listen to this entire episode commercial-free here: https://startalkmedia.com/show/cosmic-queries-understanding-infinity-with-stephon-alexander/ Subscribe to SiriusXM Podcasts+ to listen to new episodes of StarTalk Radio ad-free and a whole week early.Start a free trial now on Apple Podcasts or by visiting siriusxm.com/podcastsplus. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Sheila Tabanli shares ways to overcome the curse of expertise and other ways to be inclusive in our teaching on episode 608 of the Teaching in Higher Ed podcast Quotes from the episode “I suggest, sign up to a course that you have no idea, and then we’ll talk later. In other words, feel what it means to be a novice.” – Sheila Tabanli “An expert in a field doesn’t necessarily mean they will be able to effectively teach that content.” – Sheila Tabanli “There are differences between how experts and novices look at this content.” – Sheila Tabanli “We can still slow down. We can still show how an expert solves a math problem without sacrificing from the rigor or the content.” – Sheila Tabanli Quotes from the episode Resources Guidebook for Reducing the Novice-to-Expert Perception Gap in Mathematics to Increase STEM Diversity, by Sheila Tabanli Minding the Perception Gap in College Math Classrooms and Beyond, by Sheila Tabanli for Inside Higher Ed Last-Day Activities Ideas from Sheila Tabanli, Featured In The Chronicle of Higher Education Teaching Newsletter Fostering Active Learning and Metacognitive Skills in a Cognitive-Science Based Math Course, by Sheila Tabanli for the International Journal of Teaching and Learning in Higher Education Powerful Teaching: Unleash the Science of Learning, by Pooja Agarwal and Patrice Bain A Mind for Numbers: How to Excel at Math and Science, by Linda Oakley Learning How to Learn: Powerful Mental Tools to Help You Master Tough Subjects, Dr. Terrence Sejnowski and Dr. Barbara Oakley Episode 106: Undercover Professor with Mike Cross College Matters Podcast

How are hospitals using AI and HPC to assist them in helping save lives? This week, Technology Now is joined by Keith Perry, Senior Vice President and Chief Information Officer at St. Jude Children's Research Hospital to explore how St Jude uses the latest technologies to help treat and prevent illness and catastrophic disease, giving patients and families more time, and more hope, when it comes to diagnosis.This is Technology Now, a weekly show from Hewlett Packard Enterprise. Every week, hosts Michael Bird and Sam Jarrell look at a story that's been making headlines, take a look at the technology behind it, and explain why it matters to organizations.About Keith:https://www.linkedin.com/in/keith-perry-8562347/Sources:Hernigou P. Ambroise Paré III: Paré's contributions to surgical instruments and surgical instruments at the time of Ambroise Paré. Int Orthop. 2013 May;37(5):975-80. doi: 10.1007/s00264-013-1872-y. Epub 2013 Apr 12. PMID: 23580029; PMCID: PMC3631503.https://www.surgicalholdings.co.uk/history-of-surgical-instruments.htmlSmith-Bindman R, Kwan ML, Marlow EC, et al. Trends in Use of Medical Imaging in US Health Care Systems and in Ontario, Canada, 2000-2016. JAMA. 2019;322(9):843–856. doi:10.1001/jama.2019.11456https://caferoentgen.com/2023/10/07/a-tale-of-two-hands-the-story-behind-the-two-famous-radiographs-captured-by-wilhelm-roentgen/https://www.orau.org/health-physics-museum/collection/shoe-fitting-fluoroscope/index.html

What if the most effective strategy for leading change isn't fear-based urgency, but love? In this episode, Kevin sits down with Mohammad Anwar to explore a rethinking of how leaders can approach change by centering people, building trust, and creating psychological safety. Together, Kevin and Mohammad discuss why traditional change management approaches fail, how fear activates resistance, and why prioritizing emotional intelligence and human connection leads to sustainable transformation. They dive into six behavioral principles that underpin "love as a change strategy," including embracing discomfort, practicing empathetic curiosity, and wielding influence effectively. Mohammad also challenges conventional models like Maslow's hierarchy, advocating instead for love and belonging as the true foundation of human needs. Listen For 00:00 Why change requires leadership 00:35 Podcast welcome and purpose 01:39 Introducing Mohammad Anwar 03:35 The big idea Love as a Change Strategy 04:59 Defining love in a business context 07:38 The problem with fear based change 08:30 How love became the strategy 09:38 Personal crisis and leadership turning point 12:35 Football story and love as performance fuel 15:19 Why Maslow's hierarchy misses the mark 17:22 The six principles of leading change 22:55 Why empathetic curiosity matters 26:41 The hardest principle embrace discomfort 29:48 Choose your hard 32:34 Where to learn more and get the book 33:27 Final reflection now what Mohammad's Story: Mohammad Anwar is the Wall Street Journal bestselling author of Love as a Business Strategy: Resilience, Belonging & Success and his latest book, Love as a Change Strategy. He is the President and CEO of Softway and Culture+. A proud American Leadership Forum Senior Fellow (Class 59), Mohammad's story is as bold as his ideas. At just 20 years old, while still pursuing his B.S. in Computer Science with a minor in Mathematics at the University of Houston, Mohammad launched Softway with his family. What began in 2003 as a small web development company for local merchants has since grown into a global, people-first consulting firm specializing in digital transformation, culture, communication, and AI integration—without sacrificing humanity. https://www.softway.com/ https://www.culture-plus.com/ https://www.loveasastrategy.com/ https://www.linkedin.com/in/manwarsoftway/ https://www.linkedin.com/company/teamsoftway/ https://www.linkedin.com/company/culture_plus/ https://loveasachangestrategy.com/ This Episode is brought to you by... Flexible Leadership is every leader's guide to greater success in a world of increasing complexity and chaos.  Book Recommendations Love as a Change Strategy: Innovation, Growth, and Transformation by Mohammad F. Anwar, Frank E. Danna, Jeffrey F. Ma, Christopher J. Pitre  Wisdom Takes Work: Learn. Apply. Repeat. (The Stoic Virtues Series) by Ryan Holiday  Empire of AI: Dreams and Nightmares in Sam Altman's OpenAI by Karen Hao  Like this? Becoming a Change Maker with Alex Budak The Problem with Change with Ashley Goodall The Art of Change with Jeff DeGraff Join Our Community If you want to view our live podcast episodes, hear about new releases, or chat with others who enjoy this podcast join one of our communities below. Join the Facebook Group Join the LinkedIn Group   Leave a Review If you liked this conversation, we'd be thrilled if you'd let others know by leaving a review on Apple Podcasts. Here's a quick guide for posting a review. Review on Apple: https://remarkablepodcast.com/itunes   

Arto Minasyan is originally from Armenia. He's a serial entrepreneur, having started 7 companies, selling 4 of them. He used to be into the sciences, having his PhD in Mathematics and Machine Learning. But outside of tech, he's married with 2 kids. He loves to read novels, and in fact writes books himself (mainly his memoirs). He loves to ski, and aligned with his Armenian heritage, he loves to spend time with his big family.Arto and his colleague got breakfast together, and started talking through an idea around clean audio for conferencing and beyond. They built a prototype, and then COVID hit - which made their tool very popular.This is the creation story of Krisp.ai.SponsorsUnblockedTECH DomainsMezmoBraingrid.aiAlcorEquitybeeTerms and conditions: Equitybee executes private financing contracts (PFCs) allowing investors a certain claim to ESO upon liquidation event; Could limit your profits. Funding in not guaranteed. PFCs brokered by EquityBee Securities, member FINRA.Linkshttps://krisp.ai/https://www.linkedin.com/in/artominasyan/Support this podcast at — https://redcircle.com/code-story-insights-from-startup-tech-leaders/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

We may have a new name but it's still time for another BIG and BRILLIANT adventure into the world of science on this week’s Science Quest! In Science in the News, we meet an incredible 8-year-old set to become one of the youngest Britons to visit Antarctica, hear about a jaw-dropping archaeological dig uncovering two of the rarest Iron Age objects ever found, and find out how horses can actually smell fear with Roberta Blake from Anglia Ruskin University. Got questions? We have got answers. Learn why cheetahs purr instead of roar, and hear animal expert Jackie Boyd explain why dogs and cats fight in the first place. There is also a brand-new Dangerous Dan featuring the dinosaur Nigersaurus, and in Battle of the Sciences we shine a spotlight on the unsung hero behind every experiment, discovery, and invention: Mathematics. Neil Saunders from the University of London reveals why maths really is the language of science. And do not miss An Age Old Problem, where Detective Mathema finally works out the age of his Great Aunt Maud using mathematics, of course. Packed with animals, adventures, and mind-blowing science, let’s dive in. What we learn about: Why dogs and cats fight and what their behaviour really means How horses can smell fear A child visiting Antarctica and what life is like there Why cheetahs purr instead of roar And why mathematics is essential to all science All that and more on this week’s Science Quest!Join Fun Kids Podcasts+: https://funkidslive.com/plusSee omnystudio.com/listener for privacy information.

Learn how to adapt and evolve your business to thrive through market disruptions and scale beyond seven figures. I sit down with Itai Sadan to explore why the ability to adapt and evolve separates good entrepreneurs from exceptional ones. Itai shares the raw story of building Duda from a garage startup to a company hosting over one million websites, including the pivotal moment when declining revenues forced a complete product pivot. From escaping the founder's trap to navigating the mobile revolution and now AI disruption, this conversation delivers hard-won lessons on staying ahead of market shifts, persuading your team through change, and why you don't have to be first to win. Itai Sadan is the co-founder and CEO of Duda, a white-label website builder serving digital marketing agencies and SaaS platforms worldwide. He launched the company in 2008 from his garage in Mountain View with his high school friend Amir Glatt after recognizing the shift toward mobile internet. Prior to Duda, Itai held positions at SAP and Amdocs and founded InterSight, a data storage startup, at age 21. His insights on SMBs, digital agencies, and online marketing have been featured in USA Today, TechCrunch, The Huffington Post, and more. Itai holds a BSc in Computer Science and Mathematics from Ben Gurion University in Israel. KEY TAKEAWAYS: The founder's trap happens when everything depends on you, and escaping it requires hiring for your weaknesses first. Building a business is an ultra-marathon, not a sprint, so find a sustainable pace that allows for continuous learning. Market dynamics will thrust challenges upon you regardless of revenue milestones, so stay attuned to shifts beyond your control. When pivoting, use data and customer feedback to persuade your team rather than pulling rank as the boss. AI won't take your job, but a competitor using AI better than you will. You don't have to be first to market because Google, Facebook, and others all came after early movers and still won. Niching down and being crystal clear on who you serve positions you perfectly for the AI-forward buyer's journey. Surround yourself with mentors and smart people to play intellectual ping pong and spot blind spots you'd miss alone. Connect with Itai Sadan: Website: https://www.duda.co LinkedIn: https://www.linkedin.com/in/itaisadan Growing your business is hard, but it doesn't have to be. In this podcast, we will be discussing top level strategies for both growing and expanding your business beyond seven figures. The show will feature a mix of pure content and expert interviews to present key concepts and fundamental topics in a variety of different formats. We believe that this format will enable our listeners to learn the most from the show, implement more in their businesses, and get real value out of the podcast. Enjoy the show. Please remember to rate, review and subscribe to the podcast so you don't miss any future episodes. Your support and reviews are important and help us to grow and improve the show. Follow Charles Gaudet and Predictable Profits on Social Media: Facebook: facebook.com/PredictableProfits Instagram: instagram.com/predictableprofits Twitter: twitter.com/charlesgaudet LinkedIn: linkedin.com/in/charlesgaudet Visit Charles Gaudet's Wesbites:  www.PredictableProfits.com www.predictableprofits.com/community https://start.predictableprofits.com/community  

Many Shakespeare fans don't think of themselves as “math people.” They're theater kids, poetry lovers, bookworms, right? But in Shakespeare's world, math and literature were deeply intertwined. In Much Ado About Numbers: Shakespeare's Mathematical Life and Times, mathematician Rob Eastaway explores how mathematical thinking shaped Shakespeare's language and imagination. Shakespeare lived at a moment of major intellectual change, when England was newly encountering Indo-Arabic numerals, experimenting with new systems of calculation, and redefining ideas of measure and proportion. Eastaway shows how Shakespeare delighted in numbers and patterns, playing with “scores,” fractions, and symmetry in works like Othello, Henry V, Romeo and Juliet, and The Winter's Tale. Even familiar references to “nothing,” time, and music take on new meaning when viewed through a mathematical lens. In this episode, Eastaway reveals how math was woven into everyday life in Shakespeare's time and how reading with our “math glasses” on can offer fresh insights into Shakespeare's language.

Welcome to The Game w/Alex Hormozi, hosted by entrepreneur, founder, investor, author, public speaker, and content creator Alex Hormozi. On this podcast, you'll hear how to get more customers, make more profit per customer, how to keep them longer, and the many failures and lessons Alex has learned and will learn on his path from $100M to $1B in net worth.Wanna scale your business? ⁠⁠Click here.⁠⁠Follow Alex Hormozi's Socials:⁠⁠LinkedIn ⁠⁠ | ⁠⁠Instagram⁠⁠ | ⁠⁠Facebook⁠⁠ | ⁠⁠YouTube ⁠⁠ | ⁠⁠Twitter⁠⁠ | ⁠⁠Acquisition ⁠