Advertise on podcast: Math Ed Podcast

Samuel Otten from the University of Missouri talks about two forthcoming papers and also invites math educators to provide their input on a new endeavor checking the evidence behind teaching/learning claims in math education. Share your opinions via the quick survey at www.InspectingMathEd.org. (Starts at 0:36) PME-NA Conference Proceedings, which will contain the paper "Patterns in algebra instruction: Summarizing two studies across 14 states in the U.S." by Otten, de Araujo, Ellis, & Candela (2026). (Starts at 11:27) For the Learning of Mathematics journal, which will publish the article "Beliefs beneath our incremental approach to professional development" by de Araujo, Candela, & Otten (in press). (Starts at 14:18) New project, Inspecting Foundations of claims in math education. Take the 5-minute survey at https://InspectingMathEd.org  (Starts at 17:27) Mizzou assistant professor position [https://www.higheredjobs.com/search/details.cfm?JobCode=179565193&Title=Assistant%20Professor%2C%20Tenure%20Track%20%2D%20Mathematics%20Education] and Mizzou PhD program [https://cehd.missouri.edu/degree/mathematics-education-phd/] List of episodes

Marcus Gustafsson from Karlstad University in Sweden discusses his article, "Empirical findings on the teaching and learning of quadratic equations: A systematic review," published in Educational Studies in Mathematics (Volume 123). Marcus's professional webpage (https://www.kau.se/en/researchers/marcus-gustafsson) Article (https://doi.org/10.1007/s10649-026-10493-6) List of Past Episodes

Katrin Klingbeil from the University of Duisberg-Essen discusses the article, "The omnipresence of the letter-as-object misconception: A multilevel Latent Transition Analysis on understanding variables," published in Educational Studies in Mathematics (Volume 120). Co-author: Filip Moons Katrin's professional webpage: https://www.uni-due.de/didmath/ag_barzel/katrin-klingbeil.php Article URL: https://doi.org/10.1007/s10649-025-10428-7 List of episodes

Megan Staples from the University of Connecticut discusses the article, "Designing for mathematically enriched democratic dialogues: The MinD lesson model," published in Educational Designer (Vol. 5). Co-authors: K. Seeto and X. Wei Mathematics in Democracy project website: https://mathindemocracy.education.uconn.edu/ Article URL: https://www.educationaldesigner.org/ed/volume5/issue18/article75/ Megan's professional webpage: https://education.uconn.edu/person/megan-staples/ List of episodes

Patrick Sullivan from Missouri State University discusses his book See It, Say It, Symbolize It from Solution Tree. Patrick's professional webpage: https://search.missouristate.edu/people/patricksullivan Book URL: https://www.solutiontree.com/see-it-say-it-symbolize-it.html List of episodes

Juli Dixon from the University of Central Florida discusses her career in mathematics education, going back to her intentions as a 7th grader, her work across the grade levels and adult education, problem solving, geometric transformations, multilingual learners, and sociomathematical norms. Juli's website: https://www.dnamath.com/  Juli's book series: Solution Tree "Making Sense of Mathematics for Teaching" List of episodes

Episode 2602: Susan Empson discusses her career in mathematics education research, from the University of Wisconsin through the CGI project and students' fraction strategies to several additional studies at the University of Texas and the University of Missouri. Susan's Professional Webpage: https://cehd.missouri.edu/person/susan-empson/ Susan's ResearchGate Profile (can request articles): https://www.researchgate.net/profile/Susan-Empson Susan's Fraction Book for Teachers: Extending Children's Mathematics: Fractions & Decimals List of episodes

Episode 2601: Nicole Joseph from Vanderbilt University discusses the open access article "Conceptualizing intersectional harm in mathematics classrooms: An analysis of high school Black girls' experiences," published in Urban Education (Vol. 60). Co-authors: A-A Douglas, M. T. Harmon. Article URL: https://journals.sagepub.com/doi/full/10.1177/00420859241293377  Nicole's Professional Webpage List of episodes

Jana Višňovská from the University of Queensland (Australia) and José Cortina Morfín from the National Pedagogical University in Mexico City (Mexico) discuss their article, "Curriculum and mathematical coherence: Exploring the tensions in teaching and learning number," published in ZDM Mathematics Education (Volume 57). Article URL: https://link.springer.com/article/10.1007/s11858-025-01706-y Jana's Professional Webpage: Dr Jana Visnovska - School of Education - University of Queensland José's Professional Webpage: UPN - José Luis Cortina Morfín List of episodes

Mario Sánchez Aguilar from the National Polytechnical Institute in Mexico City, Mexico, discusses the article, "Latin American research on mathematics education: A narrative review" and the accompanying special issue in ZDM Mathematics Education (Volume 57). Co-authors: Marcelo de Carvalho and Jhony Alexander Villa-Ochoa Article URL: https://link.springer.com/article/10.1007/s11858-025-01754-4 Special Issue URL: https://link.springer.com/journal/11858/volumes-and-issues/57-7  Special Issue Webinar:  https://resource-cms.springernature.com/springer-cms/rest/v1/content/27837036/data/v1  Mario's Blog: https://mariosanchezaguilar.com/ List of episodes

Drew Nucci ([email protected]) from WestEd discusses his team's ongoing work related to generative AI in schools and survey results about math and science teachers' perspectives on GenAI. WestEd's website Report on National Survey Results: https://www.amplifylearn.ai/reports/  Colleague.AI: https://www.colleague.ai/  List of episodes

Pam Harris discusses her new book series Developing Mathematical Understanding (K-12) from Corwin Press and her experiences in professional development with mathematics teachers. Pam's professional website (Math is FigureOutAble) Developing Mathematical Understanding book Developing Mathematical Understanding free workshop List of episodes

Dan Meyer from Amplify discusses his career thus far in mathematics education, including his work as a teacher, as a graduate student and blogger at Stanford University, and with Desmos instructional technology. Dan's old dy/dan blog Set of Three-Act Math Tasks "Math class needs a makeover" TED talk List of episodes

Amy Hackenberg from Indiana University discusses two articles from the Journal of Mathematical Behavior--"Middle school students at three stages of units coordination learn to make same speeds" (Vol. 72, 2023) and "Decentering to support responsive teaching for middle school students" (Vol. 77, 2025), both co-authored with Aydeniz-Temizer and Borowski. Amy's professional webpage: https://education.indiana.edu/about/directory/profiles/hackenberg-amy-j.html 2023 Student-Focused Article URL: https://doi.org/10.1016/j.jmathb.2023.101085  2025 Teacher-Focused Article URL: https://doi.org/10.1016/j.jmathb.2024.101205 List of episodes

This episode contains summaries of the articles in the Education Sciences special issue on incremental PD for mathematics teachers. All articles are open access in this special issue and available on the journal website: https://www.mdpi.com/journal/education/special_issues/YBV49M7Q71  It has also been collected into a book, as well, from MDPI, if you prefer either the free PDF of the collected volume or a physical book. [1:35] Otten, S., de Araujo, Z., & Candela, A. G. (2025). The benefits of modesty: Considering incremental professional development for mathematics teachers. Education Sciences, 15(4), 473. [8:57] Arbaugh, F.. (2025). Commentary: Personal transformations and the possibilities of incremental progress in mathematics teacher professional development. Education Sciences, 15(1), 30. [12:36] Leshin, M., LaMar, T., & Boaler, J. (2024). Teachers' mixed implementation of Mindset mathematics practices during and after a novel approach to teacher learning. Education Sciences, 14(11), 1229. [16:45] Bondurant, L. M. (2024). Incremental growth through Professional Learning Communities of math teachers engaged in action research projects. Education Sciences, 14(10), 1104. [20:17] Marzocchi, A. S., Stone-Johnstone, A., Kurianski, K., & Soto, R. C. (2024). Supporting mathematics instructors' transition to equity-minded active instruction using a community of practice framework. Education Sciences, 14(9), 1001. [23:05] Lee, H. S., Thrasher, E., Mojica, G. F., Graham, B. M., Lee, J. T., & Kuhlman, A. (2024). Examining teachers' professional learning in an online asynchronous system: Personalized supports for growth and engagement in learning to teach statistics and data science. Education Sciences, 14(11), 1236. [26:51] Elliott, R., & Roberts, S. A. (2024). Studio as a catalyst for incremental and ambitious teacher learning. Education Sciences, 44(11), 1160. [32:45] Lesseig, K., & Hoppe, J. (2024). Beyond traditional lesson study: How Mathematics Studio supports generative teacher learning. Education Sciences, 14(12), 1277. [36:01] Jansen, A., Botello, M., & Silla, E. M. (2024). Rough Draft Math as an evolving practice: Incremental changes in mathematics teachers' thinking and instruction. Education Sciences, 14(11), 1266. [41:15] Quebec Fuentes, S. (2025). S^3D Approach: Incremental professional development for fostering small-group discourse. Education Sciences, 15(1), 36. [46:38] Litke, E., Wilson, J., & Hill, H. C. (2025). Equity-focused, rubric-based coaching: An incremental improvement approach to supporting teachers to shift toward more equitable mathematics instruction. Education Sciences, 15(4), 444. Book containing all the articles: Incremental and Innovative Approaches to Professional Development for Mathematics Teachers | MDPI Books  List of episodes