Podcasts about Numeracy

Numeracy skills decline is not just an education issue. For business owners, weak number confidence can damage pricing, cash flow, profit margins, budgeting, and decision-making. About this episode Many people laugh about being bad at maths. However, in business, poor numeracy can become a serious financial risk. If we do not understand the numbers behind pricing, costs, margins, budgets, and cash flow, we can lose money without realising it. In this episode, we look at the impact of numeracy skills decline on businesses, charities, creative organisations, and not-for-profits. We also talk about the role of smartphones, software, artificial intelligence, poor maths foundations, and the cultural habit of treating number anxiety as normal. The aim is not to point the finger. It is to help business owners become more aware, build better financial habits, and use numbers as a practical tool for survival and growth. What you'll learn in this episode Why numeracy skills decline can become a business riskHow poor maths confidence can affect pricing and profitWhy software does not replace financial understandingHow artificial intelligence can increase overconfidence in unchecked answersWhy gross profit margins matter for business survivalHow charities, creatives, and small businesses can be affectedWhat practical financial habits can help rebuild confidence with numbers Why numeracy skills decline matters in business Business numbers are not abstract. They affect the money coming in, the money going out, the profit we keep, and the decisions we make. When numeracy skills decline, business owners can miss warning signs that are sitting directly inside their figures. A pricing mistake, a misunderstood percentage, or a miscalculated margin can quietly reduce profit. The business may look busy, sales may increase, and activity may feel positive, but the numbers may tell a very different story. “Being bad at maths is not a quirky personality trait. Instead, it represents a direct financial liability.” The hidden cost of weak number confidence Weak numeracy can affect every part of the business. It can influence pricing, budgeting, cash flow, bookkeeping, stock decisions, project costs, and the way reports are understood. If we misjudge gross profit margin, we may sell more while still losing money on every transaction. That is why understanding why gross profit is a big deal for your business is a practical part of financial control. Why technology is not enough Calculators, smartphones, accounting software, and AI tools can all help us work faster. However, they do not remove the need to understand the logic behind the answer. If software gives an incorrect result, or if figures are entered in the wrong place, we still need enough number awareness to spot that something does not look right. A set of figures may balance inside the software, but that does not automatically mean the financial story is correct. The risk of blind trust in software Modern digital tools can create a false sense of security. If we rely completely on automated dashboards without understanding the figures, we may miss basic bookkeeping errors, weak margins, cash flow pressure, or unrealistic budgets. Software should support our thinking, not replace it. Better numeracy helps us ask better questions and make better use of the systems we already have. Numeracy, cash flow, and profit Numeracy skills decline can directly affect business cash flow. If we do not understand how sales, costs, margins, overheads, and timing work together, we may make decisions that look sensible on the surface but damage the bank balance underneath. For example, selling more does not always mean the business is healthier. If the selling price is wrong, costs are rising, or overheads are not properly included, growth can hide a weak business model. If cash flow confidence is one of the areas you want to strengthen, our episode on Build Your Cash Flow with a Spreadsheet: Create a Practical Forecast gives a practical way to make the numbers more visible. How different sectors are affected This issue is not limited to one type of organisation. Numeracy skills decline can affect small businesses, large organisations, charities, not-for-profits, creative professionals, and start-ups. Charities and not-for-profits For charities, poor number tracking can affect transparency and decision-making. Trustees and managers need to know which projects are using resources, which activities are financially sustainable, and where money is being allocated. Creative businesses Creative professionals can face budgeting problems when project costs are not tracked properly. If the numbers are unclear, it becomes harder to price work, manage cash flow, and understand whether a project has made a genuine contribution. Small businesses and start-ups Small businesses often operate with limited cash reserves. That makes number confidence even more important. A small mistake in pricing, stock, costs, or cash flow can have a bigger impact when the financial buffer is thin. Practical habits to improve financial confidence The answer is not to become a mathematician. Business owners do not need a maths degree to improve financial control. What we need are structured habits, clear reports, and the confidence to look at the numbers regularly. Useful number habits for business owners Review cash flow projections regularlyCompare actual results against the original budgetCheck gross profit margins before increasing sales volumeLook at variances and ask why they happenedUnderstand what your accounting software is showing youTrack project costs before they become a problemUse facts, not guesses, when making financial decisions Why awareness is the first step Many people have had difficult experiences with maths, and number anxiety is real. However, avoiding numbers does not protect the business. It makes the risks harder to see. Awareness is the first step. Once we accept that financial confidence can be built, we can start using numbers as a tool instead of treating them as something to avoid. Related episodes Ignoring Your Numbers Is Killing Your Creative BusinessUnderstanding Financial Terminology: Capital Expenses, Operating Costs and ProfitUnderstanding Your Financial Statements: Cash Flow, Profit and Balance Sheet Key takeaway Numeracy skills decline can quietly damage business profit, cash flow, pricing, budgeting, and decision-making. The solution is not complicated mathematics. It is regular attention, better habits, and a willingness to understand what the numbers are telling us. Do not guess your financial position. Build confidence, review the figures, and use numbers to support better decisions. Plan it, Do it, Profit. Share this episode Share this episode: Listen on Apple Podcasts

Craig Shotland, Matific CEO, on the launch of their mother tongue maths programme to support foundational learning in South African schools. Views and News with Clarence Ford is the mid-morning show on CapeTalk. This 3-hour long programme shares and reflects a broad array of perspectives. It is inspirational, passionate and positive. Host Clarence Ford’s gentle curiosity and dapper demeanour leave listeners feeling motivated and empowered. Known for his love of jazz and golf, Clarrie covers a range of themes including relationships, heritage and philosophy. Popular segments include Barbs’ Wire at 9:30am (Mon-Thurs) and The Naked Scientist at 9:30 on Fridays. Thank you for listening to a podcast from Views & News with Clarence Ford Listen live on Primedia+ weekdays between 09:00 and 12:00 (SA Time) to Views and News with Clarence Ford broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/erjiQj2 or find all the catch-up podcasts here https://buff.ly/BdpaXRn Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567See omnystudio.com/listener for privacy information.

Funda Wande is a non-profit organisation dedicated to improving early reading and mathematics outcomes in Foundation Phase classrooms. It was founded in 2017 with the goal of ensuring all learners in South Africa can read for meaning and calculate with confidence in their home language by the age of 10. It develops curricula, videos, and print materials to train teachers in the fundamentals of foundational learning. It has now formed a partnership with the Western Cape Education Department (WCED) and launched Bala Wande, a numeracy intervention aimed at strengthening Mathematics teaching and learning in the Foundation Phase. Lester Kiewit speaks to Ingrid Sapire, Maths Lead at Funda Wande. Good Morning Cape Town with Lester Kiewit is a podcast of the CapeTalk breakfast show. This programme is your authentic Cape Town wake-up call. Good Morning Cape Town with Lester Kiewit is informative, enlightening and accessible. The team’s ability to spot & share relevant and unusual stories make the programme inclusive and thought-provoking. Don’t miss the popular World View feature at 7:45am daily. Listen out for #LesterInYourLounge which is an outside broadcast – from the home of a listener in a different part of Cape Town - on the first Wednesday of every month. This show introduces you to interesting Capetonians as well as their favourite communities, habits, local personalities and neighbourhood news. Thank you for listening to a podcast from Good Morning Cape Town with Lester Kiewit. Listen live on Primedia+ weekdays between 06:00 and 09:00 (SA Time) to Good Morning CapeTalk with Lester Kiewit broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/xGkqLbT or find all the catch-up podcasts here https://buff.ly/f9Eeb7i Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalkSee omnystudio.com/listener for privacy information.

Kristin Frang, Understanding the Roots of Fluency with Addition & Subtraction ROUNDING UP: SEASON 4 | EPISODE 16 Research suggests that supporting students' fluency with addition and subtraction hinges on understanding how children's mathematical thinking develops. So what are the concepts and ideas that play a part in fluency with combinations to 10, 20, and beyond?  Today, we'll explore this question with Kristin Frang, director of instructional programs at Integrow Numeracy Solutions.  BIOGRAPHY Kristin Frang is the director of instructional programs for Integrow Numeracy Solutions. She designs resources and services that support states, districts, schools, and individuals in transforming numeracy education. RESOURCES "Understanding Units Coordination" Season 4, Episode 11 of the Rounding Up podcast Integrow Numeracy Solutions website blog  email address On Track to Numeracy book by Lucinda "Petey" MacCarty, Kurt Kinsey, David Ellemor-Collins, and Robert J. Wright TRANSCRIPT Mike Wallus: Welcome to the podcast, Kristin. It is so great to be talking with you today.  Kristin Frang: It's great to be here. I feel so honored to be on this podcast.  Mike: Before we dive into a conversation about addition and subtraction, I'd like to do a bit of grounding. So you're currently the director of instructional programs for Integrow Numeracy Solutions. I wonder if briefly you could tell the listeners: What is Integrow Numeracy Solutions, and what's its mission?  Kristin: Yeah. Integrow Numeracy Solutions' mission is to transform numeracy education by connecting research with practice and empowering educators to advance student mathematical thinking and success. But I really want to bring that mission to life through a story, just a quick story, if I can.  Prior to my role with Integrow, I was a K–12 mathematics consultant. And one of the things that I did was, when the Common Core [State Standards] were released, I worked with teachers to transition to the then-new standards. We studied many documents together, including progression documents that were included in the standards, and teachers were honestly fascinated by this idea of a progression and that they were embedded into the standard. But I remember an instance where we had been studying these progressions and a teacher came up and said to me, "I know where my students are at; I can see them in these progressions. But how do I get them to the next stage?"  And I didn't have an answer (laughs) at that point. I was a former middle school and high school teacher. I was working with elementary teachers. I was studying, just like them, these progression documents, and I could only categorize the reasoning that was in front of us. And so that next step to say, "Oh, this is what I would do and bring into action in the classroom," I didn't have an answer for. And so that's really where I was introduced to Integrow—formerly [the] US Math Recovery Council, but now Integrow Numeracy Solutions. And at the heart of our mission to empower educators is to bring research to the classroom in accessible and practical ways that advance student reasoning. We do this in professional learning, we do it in supplemental resources, and we also hire and train educators to deliver high-dosage tutoring for students to accelerate their learning.  Mike: I want to just linger on something you said, which was—and I really appreciate both the truth of the statement you made and also the vulnerability, which is to say—I think for many teachers, there's this experience of, "I can see my students in these progressions, but I'm not sure what to do when it comes to making moves to shift where they're at or help them move." And I think that's a profound truth for so many teachers. And I think it's really important that folks like you, who are doing this work, acknowledge that that's a place you were in once as well because that's so true for so many of us.  Kristin: Yeah. There's always a new thing where we're watching students, we're thinking about the next steps. And so often it boils down to categorizing the things that students are doing now, but not often figuring out: What are the true actions that we take with real children who are in front of us to get them to progress in their own reasoning? We can tell them the next step, but my belief system that is aligned with Integrow Numeracy Solutions is that the most powerful thing is to help students have those experiences and create that understanding themselves. And to do that, it's more complex than just knowing what the next benchmark is for them.  Mike: I think that's a helpful introduction. And I also find it to be a good segue for all the questions that I wanted to explore today. So let me start here: It feels important to acknowledge that supporting students' addition and subtraction fluency actually hinges on understanding how children's mathematical thinking develops. So I wonder if you can talk about some of the concepts and the ideas that play a part in fluency when it comes to combinations of 10, combinations to 20, and even beyond.  Kristin: Yeah. The words that we hear associated with fluency right now are "flexibility," "efficiency," "accuracy." So we've moved on from just speed, which I think is a really positive place for us to be in education. But at the heart of flexibility, efficiency and accuracy is a quantitative understanding of arithmetic. I'm really glad that you had Amy Hackenberg on [the podcast] recently who discussed this concept of units coordination because throughout what we'll talk about, you'll see units coordination come out, but she's definitely the expert to explain it. Just a nod. Just listen to that episode [Season 4, Episode 11]. It was amazing.  Thinking, though, specifically about fluency—fluency isn't just knowing all of these combinations. In the early stages of counting, students view a number simply as a count or result of a count of single items, and there's this critical shift in developing a unit as a fundamental tool of measurement. And that's the act of unitizing where a student conceives of a collection of items as one unit that's simultaneously made of smaller units.  It is a common progression that once a student counts on, that then we would shift to building strategies to solve addition and subtraction within 20, and then of course with 100, and beyond, and then in other domains. But this is all happening in first and second grade for that addition and subtraction to 20 fluency. So attending to this numerical composite—understanding that when a child says "7" and sees that that represents counting from 1 to 7 without having to count—is a really big cognitive shift in their mathematical understanding and can be undermined with, "Oh, now that they're counting on, we're going to tell them these strategies." And so we really do need to have some intentional instructional strategies to make sure that we're developing that first, that numerical composite, before we try to develop all these strategies for addition and subtraction to 20. Because that is the basis for children to move from a counting-based strategy to compose units.  So when they can use a quantity like, "Oh, 8 plus 5, I can break apart this 5 into smaller parts and I can give some of those parts to the 8." So children at that point have to simultaneously hold 5 as a single unit while recognizing the 2 and the 3 make up the 5, but they can be moved to the 8 as well. That's really sophisticated.  Mike: So I want to mark that because I think the notion that this is really sophisticated is important for folks to understand because I'll be vulnerable and honest: I didn't recognize the complexity of what children were grappling with when I started teaching, particularly as a person who was teaching kindergarten and first grade. I really saw my job as helping to build a set of rote procedures like counting and number sequence and memorizing combinations and the outcome of being able to count and the outcome of being able to quickly recall those. I think that's not in question, but understanding the mechanics and the evolution of kids' thinking that's going on, that's a big deal. This whole notion that you have a unit and the unit is composed of smaller units. And one of the things that you said that feels like a really big deal that could be lost is the idea that shifting from a counting-based strategy to a strategy that depends on this notion of units that have smaller units inside and that are also still a unit—that's such a big deal. In order to go from counting everything to counting on to being able to look at a number like 8 and say that it has a 5 and a 3 inside of it—all of that is connected to this notion of units inside of units. And I'm so glad you mentioned that.  Kristin: Yeah. The mental actions that students are doing, making those visible, when we see children do it developmentally, we just assume it's easy. But the shifts that they're making in their understanding of units to move from that pre-numerical stage of "Everything is a 1 and I have to repeat it" to "Now this word can stand in for the count" to "Now I can embed units inside of other units." There's so much happening, and they're so young at that age; we have to remember that too.  Mike: So let's talk about some other important components of developing fluency. What else is an important primer for how people are thinking about this?  Kristin: Yeah. Another important component is supporting students in developing the cognitive structures that allow students to anchor their understanding and quantitative meaning and develop that sophisticated reasoning. Many researchers, many authors have written in different ways and different names about these structures. So like a "mental structure," "mental residue," "mental tools," "patterns of thought." To name a few people, Zaretta Hammond, Betty [K.] Garner, Karen [S.] Karp are some people I've read and appreciate their thinking around that.  So it's more than just allowing students to use manipulatives to solve problems. There's an intentionality in how we use tools and an explicit process used by educators to bring their mathematical world to life. So first, identifying key settings that emphasize mathematical structures. So the tool in front of them has a big role to play in the "math"—I put that in quotations—in the "math" that they see. 10-frames that highlight a quantity of 10, but also can show other quantities within 10, such as, like, a five or a double. It has an added layer of boxes that contain a number. Some contain a number or a counter and others are empty. So there's ways that kids are coming to understand quantity with the structure.  Similarly, a bead rack can show a five structure, a double structure, depending on your representation. They can help kids think about exchanges and really kind of that movement of quantity in a real physical way. Using linking cubes, do you use them all in one color? Are you strategic about the color that you use to bring out mathematical structures for them?  So once we think about the key setting and the structure that we're trying to help kids reason about, we want to pose intentional questions that orient students to those structures. So how do they see that 5 inside? How are we going to bring that out? It's obvious to us, but are they seeing that or are they seeing something different in the tool? Are they reasoning about something different? And so the intentionality behind how we question students during those activities also aids to building their cognitive structures. So it's not the tool itself that is the 8. It's that the child is seeing the 8 and they're seeing the 5 and the 3 in some empty boxes.  And finally, I think the step that we miss a lot, especially in problem-based instruction or any kind of inquiry-based instruction, is this explicit time where we connect the symbols in formal mathematics directly to represent the child's thinking and the tool that they've been playing around with. So it's not just about knowing I can get an answer on the 10-frame, but it's [that] I'm abstracting that series of actions, and I'm then connecting it to this quantity that I've written in a symbol. And are there connections between those things? And if those things aren't happening—kids are doing all those parts and pieces, but really developing the cognitive structure that they can then themselves use and take with them, I think that's what's so powerful when we talk about fluency is they can take a cognitive structure with them and fill in the mathematics in the future [when] maybe they don't have an educator in front of them asking those questions. But if they've been through those processes, then they have that structure to fill in.  Mike: There's a lot that you just said that I think is important and we could probably linger on a lot of it. But on the front end of this conversation, you said it's one thing to be able to see students in a progression, and it's another thing to think about, "What's my role or what are the tools that I have to help them shift?" What I heard in that last part, particularly is this notion of almost like a translation between the physical materials kids are engaging with and the meaning that they're making of that, and then helping them to abstract that in a way where we have symbols that are representing either actions or quantities and the relationships that are happening. That part of the teacher's job and part of the moves that teachers have in their toolbox is this notion of translation—taking what I'm seeing kids doing and how what I'm hearing them say or do to make meaning of it, and then helping them make that abstraction is kind of one of the tools that's really important in a teacher's toolbox when they're thinking about helping kids make moves.  In preparation for our interview, one of the things that stayed with me was you described how your own understanding of the meaning and the importance of fluency had shifted over time. And I'm wondering if you can talk about what you used to think and what is it that you think now about fluency. Could you talk about your own personal journey?  Kristin: For sure. I used to think that knowing facts, just knowing them in a very static way—like I know the answer to 5 plus 3, I keep coming back to that fact—reduces the cognitive load when they were getting into higher grade levels. Well, they don't need to think about that problem, and they can think about what we're doing in seventh grade math or in algebra.  But what I've come to understand is that the ways that students know their facts—more specifically how they're able to work with the units and the way they conceptualize the units that they are given, how they break them apart, how they put them back together—that's what matters as they go. So not just knowing the answer, but that these things can be taken apart and put back together.  Anderson Norton is a researcher that I really love to listen to. And I listened to him at an Integrow conference once. And he talked about developing mathematics through repeatable mental actions. So this kind of relates back to those cognitive structures. One example of a group of mental actions is this idea of composable, reversible, and associative. So when I think about 8 plus 5, 5 is composed of a 2 and a 3, and I can reverse that to focus on the unit of 2, and then I can associate that quantity with the 8 to make a new unit while keeping intact the unit of 5. That's really complex, but that idea transcends the domains of mathematics. Now, I'm not an expert in units coordination research, so I hope I represented that correctly, but I've certainly experienced students struggling to keep track of different units as they work. So thinking about exponent rules, and they break apart these powers and they're writing them and they're learning all these patterns, but they're struggling to keep track of the units that they're working with. Factoring functions in algebra. We're asking them to break apart something and put it back together in these different forms, and they're losing track of these units. So these actions of composable, reversible, and associative have implications in many domains of mathematics. So the bottom line is we want to develop not the fact itself, but the mental action behind that fact. Anderson Norton, I hope I did that justice.  Mike: I want to name something that I think is really important, particularly given the fact that your background is actually in secondary [education]. So what I take from this is this idea of working with units and the mental actions, that transcends arithmetic. It transcends whole numbers and even rational numbers. And it pays dividends and it keeps paying dividends in middle school and high school as kids are working in an algebra context. And I think that's worth saying out loud because it means that doing this work with elementary students to develop fluency is a bit of a twofer in the sense that you do get kids who end up with a bank of facts that they know, but they also have this underlying understanding of units and actions that pays dividends for them in the long run. Mathematics education, students' learning experience, is not a sprint or a series of handoffs. It's really a marathon. And those early experiences, they pay dividends and they keep paying dividends. I think that's really important because it reminds us, particularly as elementary educators, that we're part of a larger project.  Kristin: Not only part of a project, but part of building a lifelong interest in mathematics as an actual body of research that's dynamic and not a set of things to memorize and learn so that mathematics does become applicable in these different fields because the way that I approach a problem as an expert mathematician is that I take things apart, I put them back together. That transcends many careers. It's not just about being a math teacher or a math professor. It's about coming to understand that I have autonomy and how I see relationships of things, whether they're numbers or shapes or maybe parts that I'm working on in some sort of creative field that I'm in, but that I can do all of these things and that I can be curious and repeat those actions and see how they play out in that particular study.  Mike: That's well said.  Well, let's talk about the what, the why, the how of combinations to 10 and 20. To begin, I want to note that we use the term "combinations," and I'm wondering if you can say more about what you mean when you refer to combinations and why they matter.  Kristin: Yeah. I mean combinations not to literally mean "addition," but that combination is the idea of this relationship between parts and wholes. So that 2, 3, and 5 have this kind of additive relationship. I can put these parts together to make the whole; I can take a part out of the whole and be left with a part. I can have a part and wonder what part I need to make the whole. And so we sometimes talk about these in curriculums as "fact families," but the emphasis should be on the relationship of the parts to the whole and not filling out that kind of mimicking of like, "I know the four sentences because I know this thing." So, "If I know this, I also know this." It feels really nuanced, but in action really quite specific.  Mike: So I think that's really helpful and it really does lead me to my next question about how we help kids build their fluency with combinations to 10 and 20 and beyond. So given the why that you just articulated, it seems like the how is going to be substantially different from the ways that many, if not most, adults learn to build fluency. Can you talk about that, Kristin?  Kristin: We start from key combinations first. We consider a set of combinations that would be really useful in a lot of contexts. And I think many listeners will be familiar with those key combinations: doubles. Combinations of 10, of course. 5 plus because I have five fingers and then I can add some more on it, and I'm showing some finger patterns. So those are things we normally work on with students anyways. But starting again, going back to my original statement from a quantitative perspective—so not the memorization of those facts, but that I really come to understand them as quantities that are useful to me. And then building from those key combinations—I also want to name before I build onto that, is that some kids just have other facts that are interesting to them that they bring. So it might be their age, it might be the combination of their siblings' ages. And so we don't want to ignore that we introduce key combinations to students, but that students also have combinations that are useful to them naturally.  So once we have a set of those key combinations that we've come to think about and reason about, we can then build things that we don't know. We can transfer that. So 5 plus 3 can help me think about 4 plus 3. If I have a mental structure of a 10-frame or a bead rack that helps me think about, "Oh, there's just going to be one less counter on the top, and so I'm going to take that [counter] away." So that idea of taking the 1 out of the number is a really important mental action of them disembedding that quantity.  In addition, when we think about the 5 plus, the doubles, the partitions, we're thinking about combinations that will also transcend into multidigit combinations. So addition, subtraction—whether we're working with whole numbers or decimals, we can make tens, we can make hundreds, we can make wholes, we can make zeros. And those combinations of 10 are going to be really useful for us.  Mike: I'm struck by the fact that the combinations and also the mental actions that accompany them, as you said, they really do scale up quite nicely. And it seems like they scale up in the sense that they can get used to understand and solve problems with larger whole numbers, but they can also scale in the sense that ideas will help kids, but they can also scale in the sense that the ideas can really help kids when they encounter fractions and decimals. I wonder if you could talk about that idea just a little bit.  Kristin: Yeah. So thinking about a combination of 10 in this missing part. So 99 plus can help us when we're thinking about, that 99 is 1 away from 100. It can also help us think about 99 one-hundredths or 9 tenths as being one part or one unit away from a benchmark number that's really helpful for us. And so, it's just that the unit itself is different. So instead of just a whole, I'm one whole unit away from 100, I might be 1 tenth of a unit away from one whole, so the unit is just changing.  The view of mathematics this way, again, is very dynamic. We're creating a world where children are thinking about units and units away across domains, across number systems. And if we come to regard units as things that we can act on, whether it's a single object or a group of objects or a shape—we can put them together, take them apart and reassociate them—I can think of a lot of my mathematical knowledge in this way and not as a static set of information that I learned. And so then I'm able to transfer that because I've done that mental action or I've thought about something being a unit away.  Mike: That's fascinating because I'm going to go back to this whole notion of the relationship between 3 and 2 and 5. So 3 is 2 units away from a unit of 5 and three-fifths are 2 one-fifths away from a unit of five-fifths or one whole. This notion of units away from or units that combine to make other units, I really get now whether it's whole numbers or fractions, we're really talking about a unit that we've defined and then how many other units or how can we—how did you describe that? What was the language you used before about pulling a unit out? Was it "disembed"?  Kristin: "Disembed," yeah.  Mike: That really plays regardless of the type of unit we're talking about.  Kristin: Yeah. And remember back where we said this quantity had a meaning, so 7 stood for something. When we disembed, that unit still has meaning in the context of the original unit. So that's a really important point about disembedding is that it's not just that you take a part out, it's that part still has a relationship to the whole and you don't lose that relationship.  Mike: As I hear you talking, there seem to be some themes that are jumping out. One is the importance of key fact combinations and the mental actions. Another is the role visual models play in learning those combinations. And I think finally, I hear you indicating that it's important for students to make connections between different representations of the same combination. Tell me what I understood properly. Tell me what you'd revise or add to the summary that I just offered.  Kristin: Yes. I think we get a false sense that a student understands a concept when they're recognizing pattern, and that could be that they're recognizing pattern in a really intentional setting. Maybe they're using a 10-frame. But is that same relationship present in another setting? Success should not be measured by one instance of a child recognizing that pattern. And so one way of knowing that a child knows this is to see it in many contexts. And I think that's why it's so important for us to acknowledge the research around multiple representations in mathematics. And showing that knowledge in these multiple ways really does say that this is a connected set of knowledge that I can refer to as a child and not just be successful on this one day. That doesn't mean that that experience where they're recognizing the patterns is not important, but that can't be the measure of their success.  So this also becomes challenging in our system that values assessment events so heavily and measuring against a set benchmark. And I just want to name that because that's a real challenge for teachers. And of course we want to develop this rich set of knowledge, and sometimes we have to say that this is the system that we live in. But the true measure of that knowledge is being able to take that knowledge and transfer it into these multiple representations or in these multiple spaces and be able to use that. And that's why we talk so much about fluency being flexible and not just about accuracy.  Mike: You have me thinking more deeply than I have in a long time about the structure of some of the visual models and the physical materials that children use when they're engaged with the Bridges curriculum. I wonder if we could get specific and talk about a few of the visual models that support student learning. Are there features that make some models particularly valuable?  Kristin: One I want to mention that we might not have talked about is just a child's fingers. I think sometimes we think child's fingers are not models for them because they're counting by 1 and we tend to want students to move to more efficient strategies. But these fingers actually become really efficient tools. We can exchange fingers, we can move them very easily. We have control, and they're always with us. And so the finger use itself, I think, is a really powerful tool for us to encourage students to use in very sophisticated ways.  Mike: I mean, we literally have units of 1, units of 5, and a unit of 10 at our fingertips in front of us. I'm so glad you called that out because that's a tool that students can make use of, that teachers can make use of and that we can think of in a slightly different way than we had in the past when I just thought about fingers as a counting-by-1 resource, when actually fingers, [a hand], and hands, plural, are 1s, 5s, and 10s right there in front of you.  Kristin: And they can stand in for other units if we're really sophisticated with sequences. So a 1 can be a 7 if we wanted it to be, and we can think really creatively about that. I mean, I think that depends on some other skills. But yeah, we have 1s, 5s, and 10s built right into our hands.  Mike: That's exactly right. And you're making me think about the fact that when I skip-count or when I see students skip-count, oftentimes what's happening is I'm speaking the unit out loud and I'm holding up one finger to stand in for that unit on my hand to keep track of the number of units. So I totally hear what you're saying.  Kristin: Yeah, very sophisticated. And then there's even more complex content, right? So thinking about hours and elapsed time, and we're crossing different kinds of numerical systems where you go from a 12 to a 1 is very complex, and then we can have these fingers as units as well to help us keep track of things. So of course, frames are a really powerful tool. Frames—specifically, 10-frames, 5-frames, 20-frames—provide an extra structure for students, especially when they're really thinking hard about some quantity pieces. So they might not be completely solid in that unit, but we don't have to say, "Oh, you have to count on first before we're going to try to explore some other patterns." Those things can be developing simultaneously. So frames provide this box that contains the unit for them and it becomes this really obvious count for them. They can see those individual discrete items, but they can also see what's missing really clearly because they're empty.  Bead racks are a great support as well when you're thinking about that relational network that we want students to develop and not count by 1s. So we can exchange beads, and we can exchange quantities, and we don't have to exchange beads one by one. Sometimes frames, when we get to a space, it's inconvenient to have to move five counters at the same time where in a bead rack, you can just slide those five over or three over at the same time.  I also want to mention linear bead racks. So taking that stacked bead rack and making it align really helps students think about a continuous model, which transfers to a number line and the idea of units being measurement. So we were talking about, "It's one away," and so really conceptualizing that kind of next decade of numbers and one bead away. That's developing that idea of relative magnitude that's extremely helpful when we get to middle school and all of a sudden we're working in negative numbers.  Mike: We're reaching the end of our time together. And before we go, I'm wondering if you could share contact information for Integrow Numeracy Solutions with our listeners. I'd really love to be able to offer that because we've just touched the surface of some of the ideas that you help educators explore in some of the training and the support that you all offer.  Kristin: Yeah. If you'd like to find out more about us, a great place to go is our website, which is www.integrowmath.org, all one word. And we have a lot of different things you can explore from our events. There is actually, if you add a backslash "blog" to that [www.integrowmath.org/blog], you can go to our blog and read some of the ways that we think about our professional learning and some of the topics that I talked about today. If you want to reach out directly, feel free to email info@integrowmath.org and someone will get you to the right place based on your question.  Mike: And for listeners, we'll put a link to both of those in the show notes. Before we leave, Kristin, I'll just ask one last question. Are there any recommendations that you have for folks interested in learning more about the ideas we've talked about today? It could be books, websites, articles, or even just a suggested practice for someone who wants to get started.  Kristin: Yeah. For sure, take a look at the blogs on our website. They're little snippets of pieces of our trainings that you can take right with you into the classroom. Some ideas that I've talked about—help with bead racks, ideas around multiplication and division, and supporting students to think about those units. Our new publication, On Track to Numeracy from [Lucinda] "Petey" MacCarty, Kurt Kinsey, [David Ellemor-Colons, and Robert J. Wright], is designed to be an accessible, relatable and practical tool focused on supporting classroom teachers. It not only has the progressions that I started this podcast off talking about, but it has those teaching tests and progressions that help us answer the question of, "What do I do next now that I can understand where my students are?" Mike: I think it's a great place to stop, Kristin. I want to thank you so much for joining us. It's really been a pleasure talking with you.  Kristin: Thank you for having me. I've had a great time.  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.  © 2026 The Math Learning Center | www.mathlearningcenter.org

A University of Oregon study has found that playing board games can provide lasting benefits for brain function and development, improving numerical skills in children.Joining Ciara to discuss is Niamh O'Meara, Lecturer in Maths Education and Deputy Director of EPISTEM and Clare Moriarty, Post-Doctoral Researcher at Trinity College Dublin.

Welcome to Akshar Se Avsar Tak, a podcast by The Good Sight.In this episode, we explore the basics of Foundational Literacy and Numeracy (FLN) and why it matters so much in a child's learning journey.Our guest, Professor Indrani Bhaduri, CEO of PARAKH and Head, Educational Survey Division, NCERT (Ministry of Education), explains FLN in simple terms. We discuss why NEP 2020 calls FLN a national priority, what happens when this foundation is weak, and why meaningful learning is more important than rote learning.The conversation also looks beyond subjects to show how FLN shapes a child's confidence, communication, and future opportunities.CreditsGuest: Prof Indrani BhaduriHost: Shreya MResearch: Alisha CProduced by: The Good SightConcept: The Good SightFor feedback or to participate, write to us at contact@thegoodsight.org#FLN #NEP2020 #AksharSeAvsarTak #EarlyLearning

John Maytham speaks to Basil Manuel, Executive Director of NAPTOSA, who provides insight into the challenges facing practitioners, the upgrading process, and the broader implications for the quality of early childhood education in South Africa. Presenter John Maytham is an actor and author-turned-talk radio veteran and seasoned journalist. His show serves a round-up of local and international news coupled with the latest in business, sport, traffic and weather. The host’s eclectic interests mean the program often surprises the audience with intriguing book reviews and inspiring interviews profiling artists. A daily highlight is Rapid Fire, just after 5:30pm. CapeTalk fans call in, to stump the presenter with their general knowledge questions. Another firm favourite is the humorous Thursday crossing with award-winning journalist Rebecca Davis, called “Plan B”. Thank you for listening to a podcast from Afternoon Drive with John Maytham Listen live on Primedia+ weekdays from 15:00 and 18:00 (SA Time) to Afternoon Drive with John Maytham broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/BSFy4Cn or find all the catch-up podcasts here https://buff.ly/n8nWt4x Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.

Episode Guest:Sam Sims is the Chief Executive of National Numeracy, with a career rooted in empowering individuals through confidence-building and lifelong learning. His work focuses on supporting those often overlooked to realise their potential with the right tools and encouragement.Episode Timestamps:0:00 Introduction0:32 Meet Sam Sims, CEO of National Numeracy1:13 What National Numeracy does1:54 Sam's early work and first jobs3:06 Lessons from the call centre4:18 How Sam built confidence as an introvert5:21 Honest talk on imposter syndrome6:16 Why networking is Sam's greatest professional tool7:23 The right (and wrong) way to network8:55 From research to running his own business10:11 What his first company was really about11:02 When business plans don't go to plan11:42 Discovering purpose through volunteering in the US13:10 Helping a teenager unlock maths confidence14:19 Why confidence is more important than skill15:06 The long-term impact of belief and encouragement15:52 Why Sam joined the charity sector17:02 What keeps him motivated in the third sector17:51 Why volunteering is the engine behind social impact18:37 National Numeracy's biggest annual campaign19:45 The power of their partnership with Compare the Market21:00 How number confidence connects to money22:01 Why financial literacy is about mindset first23:00 Sam's biggest money regret24:06 One money tip Sam wishes he knew at 1825:00 Helping communities through local volunteers26:04 What the charity sector gives back to professionals27:13 The best work-life lesson Sam ever received28:09 Sam's final message on confidence and belief29:00 What gets Sam out of bed in the morning — his duvet flipEpisode Partners:

One in five Australians, or around three-million adults, have low literacy or numeracy skills - and it can have a big impact on how people are able to engage in everyday life. Programs are in place across the country to help people improve their skills and achieve their life goals. Including one in Tasmania, helping adults become work ready. - オーストラリア人の5人に1人が、読み書きや計算などの基礎的なスキルに課題を抱えています。 リポートでは、そんなオーストラリア社会が抱える課題と、 タスマニア州で行われている　大人の学び直しを支援する「識字力・計算力向上プログラム」の取り組みについてお伝えします。

As part of our ongoing collaboration with Central Square Foundation, we are excited to bring to you the fifth and final episode of our series where we talk about the learnings and best practices from the NIPUN Bharat Mission and its future in the country.It has been over four years since the NIPUN Bharat Mission launched and ushered in significant strides in learning outcomes among children from pre-primary to Grade 3. This is the age when children develop the crucial skills of reading, and performing basic math, which are vital for sustaining lifelong learning and shaping their future development.To understand what steps would be required in the coming years to ensure that all children achieve NIPUN competencies in Literacy and Numeracy, along with strategies for scaling the learning level outcomes, we'll be joined by Shaveta Sharma-Kukreja, CEO & Managing Director, Central Square Foundation who leads the foundation's work in Foundational Literacy &  Numeracy, Early Childhood Education, EdTech & School governance.Hosted and produced by Niharika NandaEdited and mixed by Suresh PawarLinks to the previous episodes of our series with CSF:Episode 1Episode 2Episode 3Episode 4

One in five Australians, or around three-million adults, have low literacy or numeracy skills - and it can have a big impact on how people are able to engage in every day life. Programs are in place across the country to help people improve their skills and achieve their life goals. Including one in Tasmania, helping adults become work ready. - آسٹریلیا میں ہر پانچ میں سے ایک شخص — یعنی تقریباً تیس لاکھ بالغ افراد — ایسے ہیں جن کی خواندگی یا حساب کتاب کی صلاحیت کم ہے، اور یہ اُن کی روزمرہ زندگی میں شمولیت پر گہرا اثر ڈال سکتی ہے۔ آسٹریلیا بھر میں ایسے پروگرام جاری ہیں جن کا مقصد لوگوں کی مہارتوں کو بہتر بنانا اور اُنہیں اپنی زندگی کے مقاصد حاصل کرنے میں مدد دینا ہے۔ تسمانیا میں ایک ایسا ہی پروگرام بالغ افراد کو روزگار کے لیے تیار کر رہا ہے۔

One in five Australians, or around three-million adults, have low literacy or numeracy skills - and it can have a big impact on how people are able to engage in everyday life. - Isa sa bawat limang Australian o nasa 3-milyon na nasa hustong gulang may mababang kasanayan sa literasiya o pagbilang.

One in five Australians, or around three-million adults, have low literacy or numeracy skills - and it can have a big impact on how people are able to engage in every day life. Programs are in place across the country to help people improve their skills and achieve their life goals. Including one in Tasmania, helping adults become work ready.

Vinod Karate is Project Director for State Reform at the Central Square Foundation where he helps drive India's landmark NIPUN Bharat Mission to ensure every child can read, write, and count by age ten. From an early career in investment banking to shaping one of the world's largest foundational learning reforms, Vinod's journey bridges sharp strategy with deep community engagement. In this episode, Vinod shares how India is rethinking the very foundations of schooling and how CSF partners with states to design and scale reforms that align with India's NIPUN Bharat goals. He unpacks CSF's three-phase approach to state reform: strengthening teacher capacity, redesigning governance around learning outcomes, and building political and administrative coalitions, which helps make large-scale change possible. Drawing on his experience in Uttar Pradesh, Madhya Pradesh, and Haryana, Vinod illustrates how reform really takes root on the ground. He explains how structured pedagogy, sustained teacher mentoring, and real-time data and assessment can translate policy into daily classroom practice, and how seizing windows of political alignment, unlocking budgets, and shifting decision-making from state capitals to districts ensures that change is owned and sustained at the local level. Grounded in evidence, this episode offers a clear, actionable roadmap for strengthening foundational learning and creating education systems that sustain reform and deliver lasting results for every child.

澳洲教育體系如何評估學生成效？ 澳洲的公共教育體系透過考試來評估成效；全國性的評核試 NAPLAN (National Assessment Program – Literacy and Numeracy) 是一項在學生單數年級（3、5、7、9年級）進行的測試，用以評估學生的語文和數學能力 。這類評估會依據學生的作答程度來調整試題難度，以更精準地測量個別能力，並能長期追蹤學生的成長軌跡 。亞裔學生在澳洲的教育表現有何特點？在澳洲，亞裔學生普遍在教育評核中的表現高於平均水平 。在精英學校（如 Opportunity Class）的競爭中，亞裔學生的比例遠超其人口比例 。這種現象可能源於亞裔家庭額外的教育投入和重視讀書的文化傳統 。然而，亞裔學生在數學等可「操練」的科目上表現尤為突出，但在寫作等較難標準化的領域，表現則相對接近平均水平 。教育的本質與目的為何？雖然教育的理想目標是促進個體的全面發展，使其成為有用的人，但從現實來看，教育已成為一個比較的過程，並形成一場「軍事競賽」。無論是城市、州政府還是國家之間，都透過考試成績相互比較教育制度的優劣 。這種過度側重可操練考試的教育模式，可能導致學生忽略更重要的通識能力和跨領域知識，最終造成「高分低能」的現象 。人工智慧（AI）的普及對教育有何啟示？ AI 的普及正在加速教育轉型，這使得我們必須重新思考教育的模式和內容 。例如，AI 模型在標準化測試中的表現已迅速超越人類 。這意味著許多基本、重複性高的工作將被機器取代 。因此，教育的重點應從訓練學生進行重複性任務，轉向培養其獨特的判斷力、創造力與道德標準，這些是機器無法取代的能力 。未來的教育將如何發展？未來的教育制度應該從過去工業化社會的「一次性」學位模式，轉變為類似「訂閱制」的終身學習服務 。隨著知識和技術不斷更新，人們需要主動地持續學習，以升級自己的「軟體」和知識體系 。這種轉變不僅影響年輕一代，對所有需要持續工作的成年人也至關重要 。 This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit leesimon.substack.com/subscribe

From deciding whether to buy a house to weighing the risks and benefits of taking a new medication, many important life decisions hinge on understanding numbers, statistics and probability. Ellen Peters, PhD, author of “Innumeracy in the Wild: Misunderstanding and Misusing Numbers” discusses what it means to be numerate; how numeracy affects people's health, financial security and other life outcomes; and how can you improve your confidence and ability with numbers. Please take our listener survey at at.apa.org/SoPSurvey. Learn more about your ad choices. Visit megaphone.fm/adchoices

Ipinapakita ng National Assessment Program – Literacy and Numeracy o NAPLAN ang taunang assessment sa academic performance ng mga estudyante sa Australia.

Alarming figures show most Tai Tokerau/Northland and South Auckland teenagers who sat NCEA literacy and numeracy tests in May failed. Education correspondent John Gerritsen spoke to Ingrid Hipkiss.

Mike & Tommy talk about requirements for the business to understand their numbers.Get in touch:Send in your questions or topics you want us to discuss by tweeting to @PowerBITips with the hashtag #empMailbag or submit on the PowerBI.tips Podcast Page.Visit PowerBI.tips: https://powerbi.tips/Watch the episodes live every Tuesday and Thursday morning at 730am CST on YouTube: https://www.youtube.com/powerbitipsSubscribe on Spotify: https://open.spotify.com/show/230fp78XmHHRXTiYICRLVvSubscribe on Apple: https://podcasts.apple.com/us/podcast/explicit-measures-podcast/id1568944083‎Check Out Community Jam: https://jam.powerbi.tipsFollow Mike: https://www.linkedin.com/in/michaelcarlo/Follow Seth: https://www.linkedin.com/in/seth-bauer/Follow Tommy: https://www.linkedin.com/in/tommypuglia/

New data shows there's been a noticeable surge in high school students passing NCEA numeracy and literacy assessments. Latest results show 57 percent achieved the maths standard across all year levels in May this year, up from 45 percent in the same month last year. 61 percent met the reading standard for all year levels - up from 58 percent. Education Minister Erica Stanford says she's 'proud' to see that achievement rates have gone up. "We've turned the corner, we have a relentless focus on achievement, on literacy and numeracy an hour a day - the clear curriculum, the standard teaching practices and all those resources we're putting in - we're now starting to see these results improving." LISTEN ABOVESee omnystudio.com/listener for privacy information.

EPISODE 139 | A Numbers Game: Mathspiracies Guest: Gary Arndt, writer and host of the Everything Everywhere Daily podcast We aren't really very good with numbers, so naturally we've come up with a lot of wacky ideas about them. Gary Arndt talks about numbers of all sorts, like why Pi is stupid, why prime numbers are cool, why the Fibonacci sequence isn't all that, when math leads to murder and much more. Like what we do? Then buy us a beer or three via our page on Buy Me a Coffee.  Review us here or on IMDb. And seriously, subscribe, will ya?  SECTIONS 02:25 - Numeracy rates, gambling is (usually) a sucker's bet, numerology, the Bible Code, p-hacking, Equidistant Letter Sequencing (ELS) 13:09 - The Hidden Hand of Mathematics, the Ultraviolet Catastrophe and the birth of quantum physics, the Fibonacci sequence and the Golden Ratio 20:05 - Pi, tau, the Cult of Pythagoras, irrational numbers, transcendental numbers, squaring the circle, Alex Jones and math, the real number of the Beast 28:51 - Why people believe conspiracy theories 30:13 - Angel numbers, the "meanings" of numbers 33:43 - Numbers stations 37:25 - Prime numbers, Prime Target TV series, trapdoor functions in cryptography, Al-Khwarizmi, double entry bookkeeping, the idea of zero, zero and null are different 43:20 - Base-10, base-12, base-60, and our timekeeping and calendar systems Music by Fanette Ronjat More Info Everything Everywhere Daily podcast The Bible Code book review in Notices of the AMS The Significance of The Number Forty-Two (42) by By Rabbi Dr. Hillel ben David (Greg Killian) Magic Apologetics: Equidistant Letter Sequencing in the Christian Research Journal Assassinations Foretold in Moby Dick! THE UNREASONABLE EFFECTIVENSS OF MATHEMATICS IN THE NATURAL SCIENCES by Eugene Wigner The Ultraviolet Catastrophe and the Creation of Quantum Mechanics episode of Everything Everywhere Daily What is the Fibonacci sequence? on LiveScience Fibonacci Sequence on Math Is Fun Composing Balanced Images: The Golden Ratio on ProGrade Digital Everything You Need to Know About Pi episode of Everything Everywhere Daily Why Tau Should Replace Pi episode of Everything Everywhere Daily The Cult of Pythagoras episode of Everything Everywhere Daily Irrational Numbers episode of Everything Everywhere Daily Squaring the Circle episode of Everything Everywhere Daily e: Euler's Number episode of Everything Everywhere Daily Pi Is Encoded in the Patterns of Life Alex Jones and 666 video A Guide to Angel Numbers and What They Mean Numerology Numbers 1-9: Exploring the single digit numbers in Numerology on Numerology.com Numbers Stations episode of Everything Everywhere Daily Number Stations on Priyom.org Number Station Recordings - Creepy radio broadcasts from unknown origins (video with over 4 hours of recordings) All About Cryptography episode of Everything Everywhere Daily Prime Numbers episode of Everything Everywhere Daily Prime Target TV series on IMDb Zero, My Hero episode of Everything Everywhere Daily Zero and NULL values  What is the Base-10 Number System? Base 12: An Introduction Babylonian Mathematics and the Base 60 System Follow us on social: Facebook Twitter Bluesky Other Podcasts by Derek DeWitt DIGITAL SIGNAGE DONE RIGHT - Winner of a Gold Quill Award, Gold MarCom Award, AVA Digital Award Gold, Silver Davey Award, and Communicator Award of Excellence, and on numerous top 10 podcast lists.  PRAGUE TIMES - A city is more than just a location - it's a kaleidoscope of history, places, people and trends. This podcast looks at Prague, in the center of Europe, from a number of perspectives, including what it is now, what is has been and where it's going. It's Prague THEN, Prague NOW, Prague LATER   

"I still don't believe it happened..." What's it like to face the most famous clock on television? We chat to Oxford mathematician Dr Tom Crawford - best known as the creator of the award-winning 'Tom Rocks Maths' outreach programme - about what it was like to step into Rachel Riley's shoes on Countdown.  What's the best tactic for tackling the numbers round? How did he prepare? Did he really only have 30 seconds to find a solution? Tom gives us a glimpse behind-the-scenes of this British institution. 

A recent national survey of 1,745 teachers and school leaders has found that student numeracy levels are in a state of "crisis," sparking concerns over teachers' confidence in teaching the subject. In this podcast, we chat with education researcher Dr Meera Varadharajan about the survey's key findings and why they should matter to parents.

People with aphasia can have problems understanding or using numbers in everyday life - known as functional numeracy difficulties. However, testing this is hard because there are limited published assessments for functional numeracy difficulties for people with aphasia. This study aimed to explore, validate and pilot a wide-ranging, aphasia-friendly functional numeracy assessment to investigate how functional numeracy is impacted by aphasia severity and time pressure demands, and to explore predictors of PWA's functional numeracy.The paper is:Which blueberries are better value? The development and validation of the functional numeracy assessment for adults with aphasia' https://onlinelibrary.wiley.com/doi/full/10.1111/1460-6984.12867 Kerri Ichikowitz, Carolyn Bruce, Vanessa Meitanis, Kelly Cheung, Yekyung Kim, Esther Talbourdet, Caroline NewtonFirst published: 13 March 2023This paper was awarded the IJLCD student prize.Resources:If you would like access to the online version of the Functional Numeracy Assessment, please contact the study authors.The intervention study: Newton, C., Meitanis, V., Bruce, C., & Donlan, C. (2025). Evaluation of the SWAN game-based approach to re-building numeracy skills in aphasia: Feasibility and preliminary findings. https://doi.org/10.31234/osf.io/f7d39_v1 The survey of SLTs: Newton, C., Brancamp, D., & Brancamp, T. (2025). The rehabilitation of numerical processing and calculation in aphasia: An international survey of speech-language pathologists. https://doi.org/10.31234/osf.io/g63j9_v1 Please be aware that the views expressed are those of the guests and not the RCSLT.Please do take a few moments to respond to our podcast survey: uk.surveymonkey.com/r/LG5HC3R

In this episode of Work in Progress, we're talking about the integral role adult basic education plays in helping working-age adults achieve literacy and numeracy, increasing their employability. My guests are Sharon Bonney, CEO of Coalition on Adult Basic Education (COABE), and Jacqueline Aguilera, project manager for Houston Mayor's Office for Adult Literacy. Adult basic education covers a range of literacy skills beyond just reading and writing, including numeracy, critical thinking, digital literacy, and contextual skills for careers and life. COABE works to inspire educators and help adults succeed, with national, state, and local partnerships to provide education and skills training for adult learners. Bonney says it is a vast network. "We work with many different partners, over a hundred national partners such as IBM SkillsBuild, Google, Amazon, and Tyson Foods. There's 49 state partners that we work with called State Associations. We have over 2,300 local programs and then we also have 60,000 individual members," she explains. Bonney adds that adult education programs serve a diverse population with significant barriers to employment and economic mobility, including migrants, those who have aged out of foster care, the homeless, formerly incarcerated, and immigrants. The Houston Mayor's Office for Adult Literacy is one of those local programs. "Some individuals need language skills. They need career prep. They need pre-skilling or upskilling. There are different types of programs that actually help to connect the learners to career opportunities. That is very important because adult ed is a talent pool developer," says Aguilera, who manages that program. Bonney continues, "They're working with learners with the most barriers to life and employment, and they have a great success rate. Helping get people to work, and helping to break generational curses. We're helping to feed these learners into the workforce and into community college." Adult education matters and it makes a difference to the community, says Aguilera. "Passion, commitment, and the dedication to the success of not only the individuals, but of the community and the families, and then the impact that they can have, again, returning to the economic health of the city, which benefits the states, which benefits the nation." Bonney, Aguilera, and I discuss how, despite their enormous impact, these programs are often significantly underfunded and how they try to overcome that. You can listen to the entire podcast here or wherever you get your podcasts. You can also find our podcasts on the Work in Progress YouTube channel. Episode 357: Sharon Bonney, CEO, COABE, and Jacqueline Aguilera, Houston Mayor's Office for Adult LiteracyHost & Executive Producer: Ramona Schindelheim, Editor-in-Chief, WorkingNationProducer: Larry BuhlTheme Music: Composed by Lee Rosevere and licensed under CC by 4Transcript: Download the transcript for this episode hereWork in Progress Podcast: Catch up on previous episodes here

In this episode of Work in Progress, we're talking about the integral role adult basic education plays in helping working-age adults achieve literacy and numeracy, increasing their employability. My guests are Sharon Bonney, CEO of Coalition on Adult Basic Education (COABE), and Jacqueline Aguilera, project manager for Houston Mayor's Office for Adult Literacy. Adult basic education covers a range of literacy skills beyond just reading and writing, including numeracy, critical thinking, digital literacy, and contextual skills for careers and life. COABE works to inspire educators and help adults succeed, with national, state, and local partnerships to provide education and skills training for adult learners. Bonney says it is a vast network. "We work with many different partners, over a hundred national partners such as IBM SkillsBuild, Google, Amazon, and Tyson Foods. There's 49 state partners that we work with called State Associations. We have over 2,300 local programs and then we also have 60,000 individual members," she explains. Bonney adds that adult education programs serve a diverse population with significant barriers to employment and economic mobility, including migrants, those who have aged out of foster care, the homeless, formerly incarcerated, and immigrants. The Houston Mayor's Office for Adult Literacy is one of those local programs. "Some individuals need language skills. They need career prep. They need pre-skilling or upskilling. There are different types of programs that actually help to connect the learners to career opportunities. That is very important because adult ed is a talent pool developer," says Aguilera, who manages that program. Bonney continues, "They're working with learners with the most barriers to life and employment, and they have a great success rate. Helping get people to work, and helping to break generational curses. We're helping to feed these learners into the workforce and into community college." Adult education matters and it makes a difference to the community, says Aguilera. "Passion, commitment, and the dedication to the success of not only the individuals, but of the community and the families, and then the impact that they can have, again, returning to the economic health of the city, which benefits the states, which benefits the nation." Bonney, Aguilera, and I discuss how, despite their enormous impact, these programs are often significantly underfunded and how they try to overcome that. You can listen to the entire podcast here or wherever you get your podcasts. You can also find our podcasts on the Work in Progress YouTube channel. Episode 357: Sharon Bonney, CEO, COABE, and Jacqueline Aguilera, Houston Mayor's Office for Adult LiteracyHost & Executive Producer: Ramona Schindelheim, Editor-in-Chief, WorkingNationProducer: Larry BuhlTheme Music: Composed by Lee Rosevere and licensed under CC by 4Transcript: Download the transcript for this episode hereWork in Progress Podcast: Catch up on previous episodes here

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

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

Many of us believe that cognitive decline is an inevitable part of ageing, but a new study looking at how our skills change with age challenges that idea. Ian Sample talks to Ludger Woessmann, a professor of economics at the university of Munich and one of the study's authors, to find out how the team delved into the data to come to their conclusions, and what they discovered about how we can all maintain our faculties for as long as possible.. Help support our independent journalism at theguardian.com/sciencepod

The Cleveland nonprofit Seeds of Literacy offers free tutoring to help adults who struggle with reading comprehension and basic math. Many students go on to get their GED and some pursue college.

Professional Learning Communities, or PLCs, provide a collegial network for educators to reflect on and improve their practice. We look at an evaluation of a pre-packaged PLC program that did not improve PLCs in schools, and wonder how we can support educators at the building level instead. Later, we look at how very early math is learned by children. They experience the snowball effect, meaning it is far more important that learners have experiences with math regardless of the specific types of math they may experience. Math is good, m'kay.

Amare parole è un podcast che esiste grazie a chi si abbona al Post e sostiene il suo progetto di informazione. Per continuare ad ascoltare Amare parole e abbonarti al Post, clicca qui. Sotto la media OCSE sia per la comprensione del testo, sia per la capacità di calcolo, sia per la risoluzione di problemi complessi. L'Italia non sta benissimo. Ma se è pur vero che non è mai troppo tardi, forse qualche interrogativo in più ce lo potremmo porre. – Indagine OCSE PIAAC 2023 – Un commento da Repubblica – De Mauro, Analfabeti d'Italia, 2008, Internazionale Learn more about your ad choices. Visit megaphone.fm/adchoices

After years of declining results for teenagers in international maths and reading tests it is time for New Zealand's adults to hang their heads in shame. Education correspondent John Gerritsen spoke to Corin Dann.

Principals say some school-leavers will have to rethink their plans after failing critical NCEA literacy and numeracy tests. Thousands of students failed the numeracy, reading, and writing tests and cannot get an NCEA qualification until they pass. To rub salt into the wound, a nine-year-old Porirua boy was among the students who passed. Education correspondent John Gerritsen reports.

It appears that barely half the teenagers who tried to meet the critical NCEA literacy and numeracy benchmark via online tests this year succeeded. Education correspondent John Gerritsen spoke to Corin Dann

The government is spending $2.5 million on extra teaching for teenagers struggling with NCEA literacy and numeracy tests. Secondary Principals' Association president Vaughan Couillault spoke to Ingrid Hipkiss.

In this episode, Brendan Lee speaks with Professor Nancy Jordan. She has been at the forefront of all things to do with early numeracy research including looking at screeners and intervention. Many of you come from the science of reading world and are fans of Scarborough's Reading Rope, Nancy and colleagues have put together a Number Sense one! I've popped the citation in the show notes.    Throughout this conversation she delves into what number sense is, why it's important, how we can develop it and how to assess it. Nancy also covers the role of manipulatives and the transition to understanding fractions.  Resources mentioned: SENS: Screener for Early Number Sense Number Sense Interventions Jordan, N. C., Devlin, B. L., & Botello, M. (2022). Core foundations of early mathematics: refining the number sense framework. Current Opinion in Behavioral Sciences, 46, 101181. ICME Ginsburg, Greenes, & Balfanz - Big Math for Little Kids Bob Siegler Nora Newcomb Chelsea Cutting. What Works Clearinghouse   You can connect with Nancy: Twitter: @Dr_nancyjordan Email: njordan@udel.edu Website: https://sites.google.com/a/udel.edu/nancy-jordan/   You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net   Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast

Ever wondered if conventional education is the only path to raising curious, well-educated children? Our latest episode features Keri McDonald, acclaimed author of "Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom," who transitioned from an economics major to a passionate advocate for homeschooling and self-directed learning. Keri's personal journey is nothing short of inspiring, as she shares how shadowing a homeschooling family completely reshaped her views on education and led her to embrace the unschooling movement for her own children in Cambridge, Massachusetts. The pandemic acted as a catalyst, pushing many parents to reconsider traditional schooling. We explore various alternative education models that have gained popularity, such as homeschooling, micro schooling, hybrid approaches, and online learning platforms. Addressing concerns about the efficacy of these methods, we draw on peer-reviewed studies to demonstrate that children educated through these alternative models often excel, particularly in entrepreneurship. You'll also gain insights into how unrealistic educational benchmarks can affect perceptions of a child's abilities, and why a non-traditional approach might just be the answer. Building a supportive community is crucial for a successful homeschooling journey, and this episode is packed with practical advice on how to find your tribe. From utilizing Facebook groups and local initiatives to understanding the landscape of micro schools, we guide you through the myriad options available to connect with like-minded families. Learn from grassroots efforts and specific examples, like those in South Florida, to navigate the burgeoning world of innovative schooling options. Whether you're new to homeschooling or a seasoned veteran, Keri's insights and our discussion will provide valuable guidance and encouragement. Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom by Kerry McDonald *Please note that some of the links included in this article are Amazon affiliate links. CONNECT with US Join the Private Facebook Group  Connect and follow along with Janae's Journey on Instagram @janae.daniels Sign Up For Our Newsletter Here School to Homeschool Website

Tens of thousands of teenagers are failing new NCEA literacy and numeracy tests, many more than once. Here's education correspondent John Gerritsen.

Thousands of teens failed the first round of NCEA literacy and numeracy co-requisite tests this year. Out of around 55,000 students more than 50 percent failed the maths test - half of those who failed were Maori and Pacific students. Secondary Principals Association vice president Louise Anaru spoke with Ingrid Hipkiss.

Welcome to another episode of Passion Struck! Host John R. Miles interviews Shalinee Sharma, a leading math learning expert, and CEO of Zearn, a math learning platform. Sharma discusses the importance of math education and debunks common myths surrounding math learning. She emphasizes the need for belief and belonging in math classrooms, highlighting the benefits of understanding, problem-solving, and creativity in mathematics. Sharma also explores mathematics's universal beauty and mystique, showcasing its role in everyday life and the universe. Shalinee Sharma is the author of "Math Mind: The Simple Path to Loving Math."Full show notes and resources can be found here:  https://passionstruck.com/shalinee-sharma-the-world-needs-more-math-minds/SponsorsBabbel is the new way to learn a foreign language. The comprehensive learning system combines effective education methods with state-of-the-art technology! Right now, get SIXTY percent off your Babbel subscription—but only for our listeners, at Babbel dot com slash PASSION.Stop hair loss before it's gone for good. Hims has everything you need to regrow hair. Start your free online visit today at “Hims dot com slash PASSIONSTRUCK.”Quince brings luxury products like Mongolian Cashmere, Italian Leather, Turkish Cotton and Washable Silk to everyone at radically low prices.Go to “Quince dot com slash PASSION” for free shipping on your order and 365-day returns.--► For information about advertisers and promo codes, go to:https://passionstruck.com/deals/JUST $0.99 FOR A LIMITED TIMEOrder a copy of my book, "Passion Struck: Twelve Powerful Principles to Unlock Your Purpose and Ignite Your Most Intentional Life," today!  Recognized as a 2024 must-read by the Next Big Idea Club, the book has won the Business Minds Best Book Award, the Eric Hoffer Award, the International Book Awards for Best Non-Fiction, the 2024 Melanie P. Smith Reader's Choice Contest by Connections eMagazine, and the Non-Fiction Book Awards Gold Medal. Don't miss the opportunity to transform your life with these powerful principles!In this episode, you will learn:The importance of math education and debunking common myths about mathThe benefits of math education, including problem-solving skills and creativityThe significance of numeracy and its universal language in mathematicsHow math can soothe the soul and provide a sense of beauty and patternsThe value of belonging and membership in the context of learning mathAll things Shalinee Sharma: https://about.zearn.org/math-mind-bookCatch More of Passion StruckWatch my solo episode on The 6 Key Steps to Bold Risk-Taking for Personal Growth.Can't miss my episode with Jacob Morgan on the Vital Power of Leading With VulnerabilityListen to my interview withJames Rhee On How You Lead Change through KindnessCatch my interview with Gerry Hussey on How You Lead Yourself to Infinite PotentialListen to Seth Godin on Why We Need Systems Change to Save the PlanetLike this show? Please leave us a review here-- even one sentence helps! Consider including your Twitter or Instagram handle so we can thank you personally!

What does developing as a math-teacher look like? In this episode Pam and Kim discuss one stage of a math teacher's journey. Talking Points: Designing the Success MapBuilding Numeracy - a step in the cycleUnderstanding models versus strategiesOwning partners of 10, 100, 1000, and 1Describing mathematical relationships correctly

Enter to win a free set of Wipebook Flipcharts for your Thinking Classroom: ⁠www.wipebook.com/TTT⁠ In this episode, Kyle and Dean chat with Jerrold Wiebe (@Jerroldwiebe), a Numeracy & Mathematics Consultant and a part of the Building Thinking Classrooms Canadian team. A "legacy" teacher with over 35 years of experience in education, ranging from classroom teaching to district math lead, Jerrold shares his journey from being introduced to Building Thinking Classrooms and how it has revolutionized his approach to teaching and learning. We discuss the profound impact of Thinking Classrooms, highlighting stories of student transformation, the importance of fostering a culture of lifelong learning among educators, and the strategic shifts that educators can make to enhance student engagement and understanding. Jerrold's reflections on professional development, alongside his vibrant anecdotes, offer invaluable insights into fostering educational environments that challenge and inspire both students and teachers alike.

How headmistress Manisha Gazula radically (and controversially) transformed the literacy, and life, outcomes for her students at Marsden Road Public School

SPP 179: Measures and Interventions for Numeracy Development Join us as #psychedpodcast talks with Dr. Poncy and Dr. Duhon on math! https://brianponcy.wixsite.com/mind Brian C. Poncy, PhD., is an Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the 2005 Outstanding Dissertation Award from Division 16 (School Psychology) of… Continue reading SPP 179: Measures and Interventions for Numeracy Development

Join us for a lovely chat with Kendra Jacobs about mathematizing our world around us and bringing it into our classrooms. Listen in and learn the one simple thing you can do in your classroom to get students to enjoy mathematics instead of despise it. Kendra is an adjunct professor at the University of British Columbia Okanagan, facilitating ‘Teaching Children Numeracy' and ‘Numeracy for Diverse Learners'. She is the founder of Mathematizing 247, where her mission is to inspire and empower elementary teachers to create engaging, joyful, and equitable math opportunities.She works as a part-time classroom support teacher, alongside educators to support strong numeracy instruction that nurtures the development of joyful, independent learners.You'll Learn: The one simple thing you can do in your classroom to get students to enjoy mathematics; Why we as educators need to ensure that our students don't perceive mathematics as only a societal access gateway;Why picking one particular part of your day to begin intentionally bringing out the mathematics is the best way to start; and,Why leveraging oral language and curiosity can bring joy into mathematics learning experiences.Resources: Pumpkin Time Bomb ActivityKendra Jacob's Instagram @mathematizing247www.mathematizing247.comDistrict 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.  Please help new listeners find the show. Leave a rating or review on your platform. 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

People have a complicated relationship to mathematics. We all use it in our everyday lives, from calculating a tip at a restaurant to estimating the probability of some future event. But many people find the subject intimidating, if not off-putting. John Allen Paulos has long been working to make mathematics more approachable and encourage people to become more numerate. We talk about how people think about math, what kinds of math they should know, and the role of stories and narrative to make math come alive. Support Mindscape on Patreon.John Allen Paulos received his Ph.D. in mathematics from the University of Wisconsin, Madison. He is currently a professor of mathematics at Temple University. He s a bestselling author, and frequent contributor to publications such as ABCNews.com, the Guardian, and Scientific American. Among his awards are the Science Communication award from the American Association for the Advancement of Science and the Mathematics Communication Award from the Joint Policy Board of Mathematics. His new book is Who's Counting? Uniting Numbers and Narratives with Stories from Pop Culture, Puzzles, Politics, and More.Web pageWikipediaAmazon author pageTwitterSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

What are numbers and where does our number sense come from? Is numeracy an innate part of our biology, or is it a cultural invention? In this classic episode of Stuff to Blow Your Mind, Robert and Joe explore the origins of numbers. (originally published 6/15/2021) See omnystudio.com/listener for privacy information.

Ed Thorp, The Man for All Markets — How to Think for Yourself, A Real Estate Cautionary Tale, Hedge Fund History and Warnings, The Incredible Power of Basic Numeracy (and How to Develop It), Thought Experiments on Risk, Popular Delusions, Cryptocurrencies, and More | Brought to you by Wealthfront automated investing, Vuori comfortable and durable performance apparel, and Eight Sleep's Pod Pro Cover sleeping solution for dynamic cooling and heating. More on all three below.Edward O. Thorp (@edwardothorp) is the author of the bestseller Beat the Dealer, which transformed the game of blackjack. His subsequent book, Beat the Market, coauthored with Sheen T. Kassouf, influenced securities markets around the globe. He is also the author of A Man for All Markets: From Las Vegas to Wall Street, How I Beat the Dealer and the Market.Edward was one of the world's best blackjack players and investors, and his hedge funds were profitable every year for 29 years. He lives in Newport Beach, California.You can find our first conversation here.Please enjoy!This episode is brought to you by Wealthfront! Wealthfront pioneered the automated investing movement, sometimes referred to as ‘robo-advising,' and they currently oversee $28 billion of assets for their clients. It takes about three minutes to sign up, and then Wealthfront will build you a globally diversified portfolio of ETFs based on your risk appetite and manage it for you at an incredibly low cost. Smart investing should not feel like a rollercoaster ride. Let the professionals do the work for you. Go to Wealthfront.com/Tim and open a Wealthfront account today, and you'll get your first $5,000 managed for free, for life. Wealthfront will automate your investments for the long term. Get started today at Wealthfront.com/Tim.*This episode is also brought to you by Eight Sleep! Eight Sleep's Pod Pro Cover is the easiest and fastest way to sleep at the perfect temperature. It pairs dynamic cooling and heating with biometric tracking to offer the most advanced (and user-friendly) solution on the market. Simply add the Pod Pro Cover to your current mattress and start sleeping as cool as 55°F or as hot as 110°F. It also splits your bed in half, so your partner can choose a totally different temperature.And now, my dear listeners—that's you—can get $250 off the Pod Pro Cover. Simply go to EightSleep.com/Tim or use code TIM at checkout. *This episode is also brought to you by Vuori clothing! Vuori is a new and fresh perspective on performance apparel, perfect if you are sick and tired of traditional, old workout gear. Everything is designed for maximum comfort and versatility so that you look and feel as good in everyday life as you do working out.Get yourself some of the most comfortable and versatile clothing on the planet at VuoriClothing.com/Tim. Not only will you receive 20% off your first purchase, but you'll also enjoy free shipping on any US orders over $75 and free returns.*For show notes and past guests on The Tim Ferriss Show, please visit tim.blog/podcast.For deals from sponsors of The Tim Ferriss Show, please visit tim.blog/podcast-sponsorsSign up for Tim's email newsletter (5-Bullet Friday) at tim.blog/friday.For transcripts of episodes, go to tim.blog/transcripts.Discover Tim's books: tim.blog/books.Follow Tim:Twitter: twitter.com/tferriss Instagram: instagram.com/timferrissYouTube: youtube.com/timferrissFacebook: facebook.com/timferriss LinkedIn: linkedin.com/in/timferrissPast guests on The Tim Ferriss Show include Jerry Seinfeld, Hugh Jackman, Dr. Jane Goodall, LeBron James, Kevin Hart, Doris Kearns Goodwin, Jamie Foxx, Matthew McConaughey, Esther Perel, Elizabeth Gilbert, Terry Crews, Sia, Yuval Noah Harari, Malcolm Gladwell, Madeleine Albright, Cheryl Strayed, Jim Collins, Mary Karr, Maria Popova, Sam Harris, Michael Phelps, Bob Iger, Edward Norton, Arnold Schwarzenegger, Neil Strauss, Ken Burns, Maria Sharapova, Marc Andreessen, Neil Gaiman, Neil de Grasse Tyson, Jocko Willink, Daniel Ek, Kelly Slater, Dr. Peter Attia, Seth Godin, Howard Marks, Dr. Brené Brown, Eric Schmidt, Michael Lewis, Joe Gebbia, Michael Pollan, Dr. Jordan Peterson, Vince Vaughn, Brian Koppelman, Ramit Sethi, Dax Shepard, Tony Robbins, Jim Dethmer, Dan Harris, Ray Dalio, Naval Ravikant, Vitalik Buterin, Elizabeth Lesser, Amanda Palmer, Katie Haun, Sir Richard Branson, Chuck Palahniuk, Arianna Huffington, Reid Hoffman, Bill Burr, Whitney Cummings, Rick Rubin, Dr. Vivek Murthy, Darren Aronofsky, and many more.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.