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Most math "group work" is students working side by side, then comparing answers.  That's not collaboration, that's what Amy Lucenta and Grace Kelemanik call parallel problem solving. In this video, I'm sharing one microroutine from their book MicroRoutines called "Getting on the Same Page." It fixes this by changing just one thing: how many pieces of paper are on the table. When partners share ONE workspace, they have to agree on what goes on it, and that's where the math talk starts. Microroutines aren't something new to add to your plate. They take what you're already doing and make it a little bit better. Try it this week with a task you already have planned, then come back and tell me in the comments how it went! 📘 Grab the book: https://link.amazon/B034zzGqv

Sold a Story Season 2 has us all talking about Project Follow Through, one of the largest education studies ever done. But after listening, I came away with more questions than answers. Even the program that "won" had schools where it worked and schools where it didn't. In this episode, I share three things I keep pondering: When a school "uses" a program, how many classrooms are actually teaching it, and how well? How much training does it take to teach a curriculum well? And did teachers' pedagogical content knowledge have anything to do with the results? I'll also clear up the difference between capital-D, capital-I Direct Instruction and lowercase direct instruction, because they are NOT the same thing. And I'll explain why I've landed on this: it's not curriculum OR teachers. It's curriculum AND teachers. Listen to Sold a Story S2E3, The Forgotten Experiment: https://www.apmreports.org/episode/2026/10/22/sold-a-story-s2-e3-the-forgotten-experiment  Listen to the live session I did with Marnie from Reading Simplified about Sold a Story 2: https://www.youtube.com/watch?v=FI6oylNH9VY&t=2s  Research mentioned: Hill, Rowan & Ball (2005), Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement

Have you ever asked a student "How'd you get that?" and gotten a shrug, or "I just knew"? What you ask NEXT decides whether you actually get them to explain their thinking. In this episode, I break down two patterns of questioning from the NCTM article Questioning Our Patterns of Questioning by Beth Herbel-Eisenmann and M. Lynn Breyfogle: funneling and focusing. Funneling feels like good teaching, but we end up doing the thinking for our kiddos. I'll show you what each pattern sounds like in an elementary classroom using a 38 + 25 example and a K-1 dot image. You'll get the focusing questions I use to turn a funnel around, plus a simple way to check how much you funnel in your lessons. Want to go deeper? Watch my round table with Sarah Schaefer from Mathodology on purposeful questioning:  https://www.mathodology.com/videos/purposeful-questioning-guiding-student-thinking/

Have you ever had a student add 3/4 + 3/4 and get 6/8? We usually call that a procedure problem, but it's not. It's a WHOLE problem. In this video I show you how the "part of a set" fraction visual quietly changes the whole and makes 6/8 feel completely logical to kids. Then I share why part of a whole and number lines need to come first, how I use fraction subitizing to keep kids focused on the whole, and why I want kids iterating fractions, not just partitioning them. Even if you teach K–2, stay with me, because those first fraction visuals show up way before third grade. 🔗 Grab my FREE Fraction Subitizing Cards: buildmathminds.com/fraction-subitizing 🔗 The Flexibility Formula: BuildMathMinds.com/enroll

Have you ever had a student who looks lost before they've even started a problem? Or a kid who can do the steps but can't see the pattern that makes them work? I sat down with Becky Lord of LordMath.com to talk about the five cognitive areas that affect how our students learn math: working memory, processing speed, verbal comprehension, visual processing, and fluid reasoning. Becky explains what each one is, how it shows up when a student is struggling, and what we can change in our teaching right now. That includes cutting down directions, using white space on worksheets and slides, trimming words from anchor charts, and setting up a sequence of problems on purpose so kids can actually see the pattern. One of my biggest takeaways: strong number sense doesn't come from more language. It comes from stronger visuals. Most of us got very little training on the brain side of learning math. If that's you too, this conversation is a great place to start. Share it with your team to get the conversation going. Watch the video of this episode at https://youtu.be/uWqW_OkGq_E

Duolingo rolled out full math courses this year.  I spent 50+ days, spending time in number sense, addition/subtraction, multiplication, fractions, and even went into 11th grade Algebra & Graphs….until I couldn't take it anymore.   Zak and Mike from Flynn Education have also been using it and the three of us recently sat down to talk about it. We broke down what's good, what's bad, and what worried us. If you've wondered whether to recommend this app to families, for your own children, or you're just curious what Duolingo is doing in mathematics, this one will save you the 50+ days it took me to form an opinion (Mike spent 100+ days using it 😳).

I got to sit down with Steve Wyborney, the brain behind Splat!, Esti-Mysteries, the Estimation Clipboard, and so many other tools I know you've used in your classroom.  In this session from Day 3 of the FROM Memorization TO Thinking Summit, Steve takes me back to where it all started: an idea for building estimation jars that flopped. We talk about what estimation really is, why he thinks the second and third estimates matter more than the first, and a simple sentence stem that you can use tomorrow to dig into how students are thinking.  Steve also shares his three-part definition of number sense and challenges us to go beyond asking kids how they got an answer, to asking what they noticed that got them there. If you want lifetime access to all the sessions from the FROM Memorization TO Thinking Summit, including this one, you can grab that at buildmathminds.com/thinking-summit/

I used to think assessment meant finding what my students didn't know - the wrong answers, the gaps, the "not yet."  Dr. Nicki Newton flips that in this session from the FROM Memorization TO Thinking Summit. Her thoughts: assessment shouldn't be about catching what kids don't know. It's about listening for what they do know.  In this episode, she shares the story of a 2nd grader who taught her more in one hand-written note than a worksheet ever could, the one question she now asks before starting any new unit, and three places an overwhelmed teacher can start this week. If you want lifetime access to all the sessions from the FROM Memorization TO Thinking Summit, including this one, you can grab that at buildmathminds.com/thinking-summit/

A look at math intervention that reframes it from "filling gaps" to "building a staircase." Juliana Tapper explains why just-in-time intervention (keeping grade-level content as the destination) outperforms the just-in-case approach most schools default to.  And why teacher expectations, not the program you pick, drives the difference.  This episode is the full length conversation I had with Juliana during Day 1 of the FROM Memorization TO Thinking Summit and it covers the pothole vs. staircase model, the research behind high expectations, and why "acceleration" isn't a dirty word in intervention. 👉 Purchase the Lifetime Access Pass: https://buildmathminds.com/thinking-summit/

The summit was originally envisioned to help educators move students from memorization to thinking, but the focus shifted to a more important goal: stopping the educational pendulum from swinging drastically between the two extremes. The initial movement toward exploratory thinking emerged as a backlash against rigid drill-and-practice memorization and single-procedure methods that were not working. However, allowing children to explore without structure has gone too far, prompting a pushback that threatens to swing the pendulum completely back to traditional memorization.  Rather than returning to past methods that were not good for kids, the summit conversations emphasize finding a middle ground that balances both conceptual understanding and procedural fluency. Across the three-day event, attendees will explore what this balanced approach looks like and how to implement it, starting with day-one insights and featured clips from speakers like Juliana Tapper.  https://buildmathminds.com/thinking-summit/

When's the last time you asked someone to just show you how to do something, instead of figuring it out yourself? Now flip it: how often do you ask students to just go figure something out on their own? In this episode, Christina digs into a pattern that surfaced again and again while interviewing presenters for the upcoming Math Summit: we preach productive struggle for kids, but rarely practice it ourselves. Kaneka Turner explains why "can you just teach the lesson so I can watch?" doesn't actually build the reasoning teachers need, the same reason "just tell me" doesn't work for kids either. Elham Kazemi and Allison Hintz share a deceptively simple fix for the instinct to rescue stuck kids one at a time instead of noticing patterns across the room. And Mona Iehl makes the case that kids won't productively struggle because we rarely give them the time to. Sometimes our help isn't actually helping. Christina's takeaway: struggle isn't a kid problem or a teacher problem. It's a stance toward not-knowing that applies to all of us. Resources Mentioned: Register for FREE or get Lifetime Access to the From Memorization to Thinking Summit (Aug 10-12): https://buildmathminds.com/thinking-summit/

Picture two teachers: one runs "I do, we do, you do" with a focus on math procedures. The other hands kids an open problem and steps back entirely. Both are stuck at opposite ends of the same pendulum swing. In this episode, I unpack a theme that kept surfacing across my interviews for the upcoming From Memorization to Thinking summit: math ed keeps overcorrecting. We ditched rote memorization for conceptual understanding (good move) but now practice itself is treated like a dirty word. We opened up "any strategy is fine" (good instinct) but without efficiency and flexibility, that's not real fluency. The fear: the pendulum doesn't settle in the middle. It swings all the way back to drill-and-tell. Christina walks through how Sarah Schaefer, Mike Flynn, Becky Lord, Kevin Dykema, and Zak Champagne each hit this same idea from a different angle, and what it means for getting the pendulum to actually rest with structure and flexibility, together. Resources Mentioned: Register for FREE or get Lifetime Access to the From Memorization to Thinking Summit (August 10-12): https://buildmathminds.com/thinking-summit/

In this episode, I'm making a confession: there's a free, research-backed guide for helping struggling math students that I haven't done a good job of telling you about and I've found that most educators have never even heard of. It's the 2021 Institute of Education Sciences and What Works Clearinghouse practice guide, Assisting Students Struggling with Mathematics, and all six of its recommendations earned the WWC's highest rating: Strong Evidence. I share why this guide stands apart from the usual opinion-driven debates in elementary math, give you a quick tour of what's inside (including one recommendation guaranteed to raise some eyebrows), and explain why working through it together as a summer book study beats reading the PDF alone. If you want a clear, evidence-based picture of what actually helps your struggling students before the school year starts, consider this your invitation. Join the free 3-week summer book study: https://buildmathminds.com/bookstudy26