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Send us Fan Mail Before You Teach Math, Build BelongingBefore students are willing to share their thinking, take risks, make mistakes, persevere through a challenging problem, or disagree with a classmate's strategy, they need to believe one thing: I belong here. That's why building a Community of Problem Solvers starts with belonging. In this episode, we're talking about how to intentionally build belonging from the very beginning of the school year, not as something separate from mathematics, but through the way students experience mathematics in your classroom. Because belonging isn't just about making students feel welcome. It's about creating a mathematical community where every student believes their ideas matter, their thinking has value, and they are capable of doing mathematics. Math Survey [download here] FREE First Week Math Plans [download here] The plans will help you intentionally build relationships, establish norms and routines, and get students thinking, solving, and talking about mathematics from the very beginning. Download your free First Week Math Plans using the link below and start building your Community of Problem Solvers from day one. Belonging isn't something we build before mathematics. We build it through mathematics.

Send us Fan Mail What if some of the chaos in your classroom isn't actually a behavior problem? What if it's a routine problem? In this episode, we're talking about one of the simplest ways to create a calmer, more confident, and more independent classroom: intentionally teaching and practicing routines. Because routines aren't just about getting students to line up quietly or put their manipulatives away. Great routines remove unnecessary decision making so students can focus their energy on what actually matters: learning. And in the math classroom, routines can do even more. When students know how to begin a problem, share their thinking, work with a partner, use materials, discuss strategies, and reflect on their learning, they spend less time trying to figure out what they're supposed to do and more time actually thinking about mathematics. In this episode, we'll talk about: • Why classroom chaos is often a signal that a routine needs to be taught or strengthened • How routines create confidence, independence, and ownership • Why routines need to be modeled, practiced, reflected on, and practiced again • How Thinking Routines help students focus on how they're thinking rather than what the teacher wants them to do • Why the predictable structure of Word Problem Workshop allows the routine to fade into the background so mathematical thinking can take center stage • How to identify the places in your classroom where a stronger routine could make everything feel easier Resources Mentioned: Thinking Routines Collection: monamath.com/thinking-routines  Routines and Procedures Resource: Grab them Here  First Week of Word Problem Workshop: K-2 Resource,  3-5 Resource

Send us Fan Mail Every classroom has norms, but they might not be the ones hanging on your wall. In this episode we're chatting about why most math classroom norms fail... Asking ourselves, are the "norms" reflected in students' daily experiences?  If we want to build a true community of problem solvers, we have to stop focusing on what our norms say and start focusing on what students actually experience every day. In this episode, we'll chat about: Why classroom experiences always outweigh classroom postersThe difference between correcting student thinking and understanding it firstHow to hold students accountable without using shameWhy most classroom reflection falls flat and what meaningful reflection actually looks likeHow relationships are built through everyday interactions, not one-time activitiesThe simple question that reveals your classroom's real normsWhether you're planning for the first week of school or rethinking your classroom culture, this episode will challenge you to build norms you're truly willing to defend with your decisions. Resources Mentioned in the Episode: 📘 Word Problem Workshop: 5 Steps to Creating a Classroom of Problem Solvers https://monamath.com/book 🎁 Free First Week of School Math Plans https://monamath.com/firstweek Want to keep learning about math classroom norms here are a few of previous episodes on Math Norms, how to form them, and get your school on board!  🎧 Episode 12: Math Classroom Norms That Actually Matter https://monamath.com/podcast/12/ 📝 Blog: Math Classroom Norms That Build a Community of Problem Solvers https://monamath.com/math-norms/ 🎧 Episode 122: Rethinking Math Classroom Norms https://monamath.com/podcast/122/

Send us Fan Mail Build Belonging in Your Math Classroom  Do all your students feel like they belong in math class?  In this episode of Math Chat, we're wrapping up the Creating a Community of Problem Solvers series by exploring the foundation that holds every other instructional practice together: belonging. You'll hear why students can't become confident problem solvers until they know their ideas matter, how each part of your math block can strengthen (or weaken) classroom community, and practical ways to create a math classroom where every child feels safe to think, share, struggle, and grow. In this episode, we'll discuss: Why belonging is the foundation of student engagement and mathematical identity.How Thinking Routines, Word Problem Workshop, Purposeful Fluency, Strategic Instruction, and Student-Engaged Assessment all build belonging.Simple mindset shifts that help every student see themselves as a valued mathematician.A free first-week lesson plan to help you intentionally build a community of problem solvers from day one. MonaMath.com/FirstWeek 🎁 Grab your free First Week of School Math Plans: monamath.com/firstweek 📚 Book Mentioned: Power Up Your Math Community by Holly Burwell & Sue Chapman (Grab your Copy on Amazon Here)  Don't forget to subscribe so you don't miss next week's episode, where we'll dive into one of the most overlooked ways to build belonging in math class: creating classroom norms together.

Send us Fan Mail Assessment shouldn't be something we do to students. It should be something we do with them. In this episode of the Math Chat Podcast, we're continuing our Creating a Classroom of Problem Solvers series by exploring the fifth strand of the framework: Student-Engaged Assessment. Too often, assessment data stays in teacher binders, spreadsheets, and data meetings. But what if we invited students into the process? When students understand the learning goal, reflect on their progress, and use feedback to determine their next steps, assessment becomes a powerful tool for learning, not just grading. In this episode, we'll chat about: Three simple ways to begin engaging students in the assessment processWhy this is a strand to weave in thoughtfully as your classroom community growsMentioned in this episode: Word Problem Workshop: 5 Steps to Creating a Classroom of Problem Solvers (Reflect Chapter)Leaders of Their Own Learning by Ron Berger, Leah Rugen, and Libby WoodfinThis is Part 5 of the Creating a Classroom of Problem Solvers summer series. Next week, we'll wrap up the series by exploring the strand that ties everything together: Belonging & Identity. If this episode encouraged you, be sure to subscribe, leave a review, and share it with a teacher friend who is building a classroom where every student thinks, solves, and grows.

Send us Fan Mail When do you actually teach in a student-centered math classroom? Teacher friend... if you've ever wondered that, you're not alone. In Part 4 of the Creating a Classroom of Problem Solvers series, we're talking all about Strategic Instruction—the teaching moves that happen because of what your students show you. We'll unpack why student-centered instruction absolutely includes direct instruction... just not the way many of us were taught. Instead of teaching what's next because the curriculum says so, you'll learn how to notice student thinking, decide what matters most, and teach with purpose. In this episode, we'll chat about: Why strategic instruction is a response, not a lessonHow to use student thinking to guide your next teaching moveWhere direct instruction fits in a classroom of problem solversA simple framework for making your teaching more intentionalBecause here's the truth... The best lessons don't always start with your lesson plan. They start with what your students show you.  📘 Learn more about Word Problem Workshop: https://monamath.com/wordproblemworkshop 📚 Get the book, Word Problem Workshop: 5 Steps to Creating a Classroom of Problem Solvers Get it here using code WORKSHOP25 for 25% off & free shipping  🎧 Listen to more Math Chat Podcast episodes: https://monamath.com/podcast 📩 Free teacher resources: https://monamath.com/5questions Follow along for more elementary math teaching ideas: Instagram: @hellomonamath

Send us Fan Mail What if math fluency wasn't about speed... but about thinking? In this episode of the Math Chat Podcast, we're rethinking what it means to build mathematical fluency in elementary classrooms. Instead of timed tests and memorization, discover how purposeful fluency helps students develop flexible strategies, notice patterns, explain their reasoning, and build lasting mathematical understanding. You'll learn practical math fluency activities that promote reasoning, discussion, and confidence, including: Number StringsTrue or False?Which One Doesn't Belong?Choral CountingCounting CollectionsLow-prep math games that build strategy and flexibilityIf you want to create a classroom where students think, solve, talk, and make sense of mathematics every day, this episode is for you. 📘 Learn more about Word Problem Workshop: https://monamath.com/wordproblemworkshop 📚 Get the book, Word Problem Workshop: 5 Steps to Creating a Classroom of Problem Solvers Get it here using code WORKSHOP25 for 25% off & free shipping  🎧 Listen to more Math Chat Podcast episodes: https://monamath.com/podcast 📩 Free teacher resources: https://monamath.com/5questions Follow along for more elementary math teaching ideas: Instagram: @hellomonamath

Send us Fan Mail Before students can confidently solve problems, they need opportunities to confidently share ideas. We're continuing our Creating a Classroom of Problem Solvers series by exploring one of my favorite places to start: Thinking Routines. These routines create low-pressure opportunities for students to notice patterns, share ideas, compare strategies, justify their thinking, and build confidence as mathematicians. We'll discuss why thinking routines matter, how they support mathematical identity, and why they're such a powerful companion to Word Problem Workshop and problem-solving classrooms. In this episode, you'll learn: • How these routines build confidence and engagement • Several favorite routines to try in your classroom • The biggest mistake teachers make when facilitating thinking routines • How thinking routines support discourse and problem solving Resources Mentioned: Free Thinking Routine Sample: https://monamath.myflodesk.com/thinkingroutines Christopher Danielson's How Many? books: https://www.amazon.com/dp/1032898356 Let's Connect!  Website: MonaMath.com Instagram: @hellomonamath Listen on YouTube https://youtu.be/D1Xa3fgZ8fM  If you enjoyed this episode, be sure to subscribe, leave a review, and share it with a teacher friend who is working to create a classroom of problem solvers.

Send us Fan Mail Creating a classroom of problem solvers can feel overwhelming when you're trying to fit problem solving, fluency, discourse, assessment, intervention, and curriculum pacing into a single math block. In this episode we're unpacking the six essential elements that help students become confident, capable mathematicians and how these elements work together to create a classroom where students do the thinking, talking, and problem solving. Inspired by the research in Adding It Up: Helping Children Learn Mathematics, we'll explore why mathematical proficiency is about so much more than getting the right answer and how small shifts in instruction can help students develop deeper understanding, stronger reasoning, and greater independence. In this episode, we're chatting about:  How thinking routines build reasoning, discourse, and fluencyWhere intervention, small groups, and strategic instruction fitWhat purposeful fluency really meansHow student-engaged assessment supports learning and growthWhy identity and belonging are essential for mathematical successHow to fit it all together without adding more to your dayWhether you're implementing Word Problem Workshop, exploring student-centered math instruction, or simply looking for ways to increase student thinking and engagement, this episode will help you reimagine what your math block can be. Resources Mentioned: 📘 Word Problem Workshop: 5 Steps to Creating a Classroom of Problem Solvers https://amzn.to/4enq6bD  📚 Adding It Up: Helping Children Learn Mathematics https://amzn.to/4vLN1o3  🌎 monamath.com/  📲 Instagram: @hellomonamath If you're enjoying the Math Chat Podcast, be sure to subscribe, leave a review, and share this episode with a teacher friend who wants students doing more of the thinking in math class. Find Math Chat Podcast on YOUTUBE!

Send us Fan Mail What if the most important thing you teach at the beginning of the year isn’t a routine… but a belief about what math actually IS? In this episode of the Math Chat Podcast, we’re talking about how to launch the school year with a true problem-solving mindset so students learn to think, persevere, discuss ideas, and trust themselves as mathematicians from day one. Because students learn what math is by experiencing math. If math is always watching, copying, and repeating, students learn math is about compliance. But when math becomes noticing, wondering, trying, discussing, revising, and making sense of ideas… students learn math is about thinking. And teacher friends… that changes everything. In this episode, we’ll chat about:  the biggest mindset mistake teachers make at the beginning of the year  how over-scaffolding can accidentally reduce student independence  what students actually need to become problem solvers  ways to normalize productive struggle in math class  what classrooms full of thinkers really look and sound like  practical shifts that help students build confidence, reasoning, and perseverance from the very beginning Mentioned in this episode 👩🏼‍🏫 Word Problem Workshop Teacher Training 🆓 5 Questions to Ask in Math Class to Get Students Thinking 📒 The BOOK! Word Problem Workshop: 5 Steps to Creating a Classroom of Problem Solvers  📱 @hellomonamath on Instagram A few favorite reminders from this episode:  “Students become problem solvers by solving problems. Not by watching us solve them.”  “We have to stop treating struggle like an emergency.”  “Your job is not to perform the math. Your job is to facilitate the thinking.”  “Students learn what math is by experiencing math.” If you’re enjoying the Math Chat Podcast, leaving a quick review helps more teachers discover the show and build classrooms full of thinkers too.

Send us Fan Mail What if before planning next year… you actually took time to recognize how much growth happened THIS year? In this episode of the Math Chat Podcast, we’re talking about meaningful end-of-year reflection for math teachers, how to recognize the shifts that happened in your classroom, and why reflection is one of the most important parts of learning. Before we jump into planning next year, new classroom supplies, fresh routines, and all the “what should I change?” thoughts, I want to encourage you to pause and really look at the growth that happened this year… for your students AND for yourself. Because reflection is what helps us make meaning from the experience. And teacher friends… this episode is also a reminder that the work you did this year mattered deeply. In this episode, we’ll chat about:  why reflection is one of the most important parts of learning  the 5 reflection “buckets” I use at the end of the school year  how to think about student confidence, discourse, engagement, and perseverance  questions to help you process your instructional growth  why reflecting on community and relationships matters just as much as academics  a simple back-book activity your students will NEVER forget Mentioned in this episode: 📘 Word Problem Workshop Book Club 🎧 Math Chat Podcast Episode 212 Reflection Questions 📱 @hellomonamath on Instagram 📖 Word Problem Workshop Book Information A few favorite reminders from this episode:  “We do not learn from experience… we learn from reflecting on experience.”  “Reflection helps us see the ripples our actions created.”  “Students don’t just remember what they learned. They remember how they felt in your classroom.”  “The community was built through your strategic moves, your caring, your respect, and your hard work.” If you’re enjoying the Math Chat Podcast, leaving a quick review helps more teachers discover the show and build classrooms full of thinkers too.

Send us Fan Mail Turn and talk is one of the most common strategies in math classrooms—but most teachers aren’t using it in a way that actually builds student thinking. In this episode, (part 4 of the Math Discussion Makeover Series) we break down how to use turn and talk intentionally to unlock deeper thinking, increase engagement, and strengthen math discussions. What You’ll Learn: Why turn and talk doesn’t always lead to real thinkingThe role of rehearsal in helping students explain their thinkingWhat to listen for during turn and talk to understand student thinkingHow to shift from explaining to facilitating math discussions📒 Get a copy of Mona's Book: Word Problem Workshop: 5 Steps to Create a Classroom of Problem Solvers  🤨 Free Resource Want to get students thinking more deeply in math? Download: 5 Questions to Ask in Math Class to Get Students Thinking  👉 monamath.com/5questions 🚸Work With Me Looking to strengthen math instruction and student engagement across your school or district? I offer professional development and coaching for K–8 teachers and instructional leaders. Learn more at: monamath.com/leader

Send us Fan Mail What if your math questioning strategies are actually limiting student thinking?  In this episode, we unpack why many “open-ended” math questions are really closed in disguise—and how a few simple shifts in your math questioning strategies can unlock deeper thinking and stronger math discussions. After this episode you'll know...   How common math questioning strategies can unintentionally stop student thinking The difference between true open-ended questions and closed questions in disguise How to use “notice and wonder” as a powerful math questioning strategy How rehearsal and turn-and-talk support stronger participation and thinking What to listen for to better understand what your students know📒 Grab your copy of the book!! (Amazon link here)   Want to strengthen your math questioning strategies and get students thinking more deeply? FREE Download: 5 Questions to Ask in Math Class to Get Students Thinking monamath.com/5questions Work With Me Looking to improve math questioning strategies, instruction, and student engagement across your school or district? I offer professional development and coaching for K–8 teachers and instructional leaders. 🚸 Learn more at monamath.com

Send us Fan Mail What if one of the most common teaching habits is actually training students not to listen? In this episode, we unpack why repeating students during math discussions can quietly kill engagement and what to do instead to build stronger, more meaningful math conversations. What You’ll Learn Why repeating students reduces student-to-student listeningThe hidden reason students disengage during math share timeHow to use revoicing to shift responsibility back to studentsSimple ways to increase engagement during math discussionsWhat it really means to facilitate thinking instead of leading it 📒 Grab your copy of the BOOK: Word Problem Workshop: 5 Steps to Creating a Classroom of Problem Solvers! (on Amazon here)  Want to get students thinking more deeply in math? FREE Download: 5 Questions to Ask in Math Class to Get Students Thinking 📝 monamath.com/5questions Looking to improve math instruction and student engagement across your school or district? I offer professional development and coaching for K–8 teachers and instructional leaders. 🚸 Learn more at monamath.com/leaders

Send us Fan Mail If your math share time feels disengaged, the issue might not be your students… it might be the structure. In this episode, we unpack how one common routine is quietly reducing student engagement and what simple shift can help students listen, think, and fully participate in math discussions. What You’ll Learn: Why bringing student work to the carpet can actually lower student engagement What the true purpose of the share is in building student thinking and engagement How this routine unintentionally excludes students who need engagement the most A simple shift to increase listening, thinking, and participation How removing distractions improves focus and student engagement during discussions In This Episode  The moment student engagement drops during share time The routine that feels right (but hurts engagement) What students are actually doing instead of listening Reframing the purpose of the share for engagement The students we unintentionally leave out The shift that increases student engagement immediately Protecting attention to build real math discussionsFree Resource Want to increase student engagement and get students thinking more deeply in math? ⬇️ Download: 5 Questions to Ask in Math Class to Get Students Thinking monamath.com/5questions Work With Me Looking to improve student engagement and math instruction across your school or district? I offer professional development and coaching for K–8 teachers and instructional leaders. 🚸 Learn more at monamath.com/leaders