Episodes
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This solo episode, hosted by Anna Stokke, provides educators, parents, and students with practical, research-backed methods to develop math fact automaticity. These techniques have been shown to work with a wide range of students across age, skills and settings. Key techniques discussed include flashcards, cover-copy-compare, taped problems, incremental rehearsal and explicit timing, with detailed instructions for how best to implement each technique.
Call to action: If you know someone who might benefit from this episode, please share it with them!
NOTE: The resource page contains resources to help listeners implement the techniques discussed as well as supporting research: http://annastokke.com/ep-36-resources
TIMESTAMPS
00:00 Introduction
01:19 The Importance of math fact automaticity
03:00 Understanding automaticity
06:17 Acquisition stage
06:50 Fluency stage
08:35 What basic facts?
09:06 When should students have math facts mastered?
09:49 Pairing the stimulus with the response
11:13 Using flashcards effectively
13:25 Incremental Rehearsal
15:13 Cover, Copy, Compare Method
17:49 Taped Problems: Beat the Computer
18:57 Should you use games?
20:52 Explicit timing for fluency building
21:14 Why timed practice is essential
22:31 When to introduce timed practice
24:28 Consistency and Daily Practice
25:01 Conclusion and Call to Action
RELEVANT PREVIOUS EPISODES
Ep 30. Math fluency matters with Brian Poncyhttps://www.podbean.com/eas/pb-pj6z6-166741e
Ep 29. Math fact crisis with Brian Poncyhttps://www.podbean.com/eas/pb-u9y84-165d773
Ep 20. Reading and math: parallels and pitfalls with Matthew Burnshttps://www.podbean.com/eas/pb-8aj3f-1508af6Ep 17. Do timed tests cause math anxiety? with Robin Coddinghttps://www.podbean.com/eas/pb-9qahp-14aed8a
Ep 3. The Science of Math with Amanda VanDerHeydenhttps://www.podbean.com/eas/pb-bksbz-13c732d
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-36-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-36-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Momentary Ease, Betty DearPodington Bear – Camp Scott Holmes – Happy Logo 3
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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Join Anna Stokke in conversation with two university math instructors, Dr. Darja Barr from the University of Manitoba and Dan Wolczuk from the University of Waterloo.
What does it take to succeed in university math? Which topics are most critical for success in university calculus? They cover these questions and more in this episode, which is a must-listen for educators, parents and aspiring university students.
They talk about the importance of algebraic fluency and other key concepts essential for success in calculus. They examine the gap between high school preparation and university expectations, touching on grade inflation, the role of diagnostic tests and the value of high school exams with a discussion on the testing effect along the way. They highlight the importance of effective study habits, perseverance, and the ability to self-assess and seek help when needed.
NOTE: The resource page contains useful information regarding the transition from high school to university math: http://annastokke.com/ep-35-resources
TIMESTAMPS
[00:00:00] Introduction
[00:03:14] Description of university calculus class
[00:04:55] Why preparation for calculus is important
[00:07:47] Degrees requiring calculus
[00:08:36] High school topics needed for success in calculus
[00:11:11] Importance of algebraic fluency
[00:14:29] Trigonometry and committing facts to memory
[00:22:30] Diagnostic tests
[00:26:14] Relationship between pre-calculus and university calculus grades
[00:32:36] Physical invigilation vs remote diagnostic tests
[00:34:32] Challenges of high school to university transition
[00:38:07] Grade inflation and the role of standardized testing
[00:43:28] Importance of high school exams
[00:45:29] The testing effect
[00:50:33] Initiatives to support university students
[00:57:06] Characteristics of a successful university math student
[00:59:43] Advice for first-year university students
[01:02:31] Closing remarks
RELEVANT PREVIOUS EPISODES
Ep 15. Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a
Ep 11. California’s math controversy with Jelani Nelsonhttps://www.podbean.com/ew/pb-d3bai-144ec76
Ep 7. How to excel in math and other tough subjects with Barbara Oakley https://www.podbean.com/ew/pb-bqs8p-14068f2
Ep 16. Applying cognitive science to education with Daniel Willingham https://www.podbean.com/ew/pb-szugf-149dff1
Ep 2. Evidence-based teaching strategies with Paul Kirschnerhttps://www.podbean.com/ew/pb-zgw6i-13b33df
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-35-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-35-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Little Poder, ThannoidPodington Bear – Camp, Kitten
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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Missing episodes?
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Join Anna Stokke in conversation with Dr. Kimberly Berens in Episode 34 of Chalk & Talk. Kimberly is a behaviour scientist, an author, and the founder of FIT Learning. They discuss the fundamentals of behaviour science, the importance of measurable outcomes, the role of reinforcement, and the application of behaviour science to effective instruction, particularly in math. They also cover concepts like fluency, retention, and endurance in learning. They discuss the effectiveness of Direct Instruction, precision teaching and curriculum-based measurement in bringing about significant improvements in student performance.
Kimberly is a passionate advocate for systematic educational change based on scientific approaches. This episode will be of interest to educators, parents, policy makers, and anyone with an interest in improving educational outcomes.
NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-34-resources
TIMESTAMPS:
[00:00:00] Introduction [00:02:25] Understanding behaviour science [00:05:23] Behaviour science vs. cognitive science [00:08:28] Defining fluency [00:12:40] Applying behaviour science to math instruction [00:18:01] Do different students learn differently? [00:22:43] How to measure learning [00:28:47] Math anxiety, math trauma and the problem with labels [00:34:56] Combining DI, precision teaching and curriculum-based measurement[00:38:40] The problem with hand raising [00:42:00] Flexible ability grouping [00:47:20] Breaking ineffective traditions [00:51:49] Measuring conceptual understanding[00:57:41] Project Follow Through [01:00:20] The Great Falls Precision Teaching Project [01:03:28] Fit Learning's practices and outcomes [01:06:37] Final thoughts and call to action
RELEVANT PREVIOUS EPISODES
Ep 32. Identifying and educating advanced students with Jonathan Pluckerhttps://www.podbean.com/ew/pb-y6cxs-16ad6f1
Ep 30. Math fluency matters with Brian Poncyhttps://www.podbean.com/ew/pb-pj6z6-166741e
Ep 17. Do timed tests cause math anxiety? with Robin Coddinghttps://www.podbean.com/ew/pb-9qahp-14aed8a
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-34-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-34-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Little Poder, Tall HarveyPodington Bear – Camp, Kitten
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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Host Anna Stokke speaks with Scott Hill, Superintendent of Evergreen School Division. They discuss Evergreen's proactive approach to improving education, particularly focusing on mathematics and literacy. Scott shares how his division tackled low math scores by interviewing students, addressing behaviour issues, employing structured instructional methods, and providing consistent common assessments.
They also touch on broader pedagogical narratives, the role of schools in society, and the importance of setting higher expectations for students. Additionally, Scott highlights the critical strides made in early literacy instruction, with Evergreen School Division being recognized with a national award from Dyslexia Canada. A key takeaway from this episode is that strong leadership, data-informed decision making, and a commitment to addressing weaknesses can significantly impact student learning.
TIMESTAMPS
[00:00:00] Introduction
[00:03:39] Evergreen School Division's math challenges and student feedback
[00:08:43] Grade inflation and reporting to parents
[00:11:24] Divisional changes to improve math scores
[00:14:42] Higher expectations for students
[00:20:05] The role of schools in society
[00:26:02] Is inquiry-based pedagogy accomplishing the stated goals?
[00:30:45] Instructional caricatures and foundational skills
[00:37:09] Setting behavioural standards
[00:40:02] Cell phones in schools
[00:46:01] Common assessments and provincial exams
[00:56:30] Award-winning literacy initiatives
[01:01:08] Final thoughts
RELEVANT PREVIOUS EPISODES
Ep 1 Math and the myth of ability with John Mightonhttps://www.podbean.com/ew/pb-22c7a-139dc72
Ep 18 Education myth-busting with Daisy Christodoulouhttps://www.podbean.com/ew/pb-z2q9q-14ce080
Ep 20 Reading and math: parallels and pitfalls with Matthew Burnshttps://www.podbean.com/ew/pb-8aj3f-1508af6
Ep 27 Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac
Ep 30 Math fluency matters with Brian Poncyhttps://www.podbean.com/ew/pb-pj6z6-166741e
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-33-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-33-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Cornicob Podington Bear – Camp
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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Math professor Anna Stokke speaks with Dr. Jonathan Plucker, a professor and director of the Education Policy Program at Johns Hopkins University, about advanced education, acceleration and academic streaming. Jonathan discusses the flaws in traditional methods of identifying advanced students and advocates for universal screening to ensure equitable access to advanced programs. They cover various interventions, including acceleration, and discuss the drawbacks of de-streaming or anti-acceleration policies. They also discuss equity concerns.
They talk about flexible ability grouping, the need to challenge stereotypes about advanced students, and more. Jonathan emphasizes that education should meet the needs of every student, including students who excel academically, and he provides concrete advice for accomplishing that. A key takeaway from this episode is that offering advanced programs benefits all students and, ideally, every school should include advanced programming. This episode is a must-listen for educators of any subject, parents and policymakers.
NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-32-resources
TIMESTAMPS
[00:00:00] Introduction
[00:03:42] Terminology: gifted or advanced?
[00:07:58] Are labels a problem?
[00:10:54] Identifying advanced students
[00:21:13] Equity in advanced programs
[00:25:28] Meeting the needs of advanced students
[00:27:46] Effective interventions for advanced students
[00:31:29] Enrichment vs. acceleration
[00:34:59] Supporting learners beyond minimum competency
[00:38:42] The case of San Francisco Unified School District
[00:43:14] Problems with de-streaming and anti-acceleration programs
[00:48:16] Flexible ability grouping: A solution?
[00:53:18] Who benefits from flexible ability grouping?
[00:54:53] The impact of de-streaming on teachers and students
[00:58:42] What needs to change to support advanced students
RELEVANT PREVIOUS EPISODES
Ep 11. California’s math controversy with Jelani Nelson, Part I https://www.podbean.com/ew/pb-d3bai-144ec76
Ep 12. California’s math controversy with Jelani Nelson, Part II https://www.podbean.com/ew/pb-93gm5-144fc4c
Ep 15. Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a
Ep 19. The Calculus Project with Adrian Mims https://www.podbean.com/ew/pb-fkbjk-14eb0a7
Ep 25. Understanding math reform ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-32-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-32-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – No Squirrel Connection, Cornicob, BaltiPodington Bear – Camp
Website: www.annastokke.com
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Join math professor Anna Stokke in conversation with Dr. Nidhi Sachdeva and Dr. Jim Hewitt, educators and researchers at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. They discuss their co-designed course on the science of learning and its impact on educational practice. The episode expands on their recent presentation on equitable instruction at ResearchEd Canada, covering instructional techniques effective in closing the achievement gap.
Key topics include explicit instruction, the benefits of retrieval practice, formative assessments, and the importance of addressing educational myths. They also explore the implications of Project Follow Through and evaluate other educational approaches like collaborative learning, culturally responsive teaching, and social-emotional learning. The conversation emphasizes the need for evidence-based strategies to promote equity in education.
This episode is essential listening for educators, parents, and anyone committed to narrowing education achievement gaps.
NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-31-resources
TIMESTAMPS
[00:00:00] Introduction[00:03:33] Key topics in the Science of Learning course[00:09:38] Integrating microlessons into instruction[00:12:50] Debunking educational myths[00:17:17] Equitable instruction[00:21:21] Inclusive instruction[00:22:18] Reducing inequities 1: Explicit instruction [00:30:27] Project Follow Through[00:35:10] Reducing inequities 2: Retrieval practice[00:41:34] Reducing inequities 3: Formative assessment & feedback[00:46:55] Research on small-group learning[00:51:09] Culturally responsive teaching[00:54:14] Social-emotional learning[00:55:52] Strengths and limitations of differentiated instruction[00:58:41] Advocating for science of learning courses[01:00:12] Closing thoughts on equitable instruction
RELEVANT PREVIOUS EPISODES
Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df
Ep 10. Maximizing learning through explicit instruction with Zach Groshell https://www.podbean.com/ew/pb-px8h6-1443528
Ep 22. Mindsets and misconceptions with Carl Hendrick https://www.podbean.com/eas/pb-78zv9-15493b1
Ep 24. Raising student achievement with Dylan Wiliam https://www.podbean.com/eas/pb-kduiw-15bba36
Ep 27. Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-31-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-31-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Little Poder, Tall HarveyPodington Bear – Camp, Kitten
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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In the second episode of a two-part series, math professor Anna Stokke sits down with Dr. Brian Poncy, a school psychology professor at Oklahoma State University, who specializes in math interventions. His extensive research on basic fact fluency led to the development of a free math program called M.I.N.D, aimed at improving numeracy and computational skills.
They begin by discussing five compelling reasons that fluency is crucial. Brian shares his research on dosage, which addresses the frequency and duration of practice for math skills.
Anna asks Brian to define conceptual understanding, and they explore its relationship with procedural skill. They also discuss explicit timing and address concerns about anxiety. Brian emphasizes the importance of data-driven decision-making and more.
A key takeaway from these two episodes is that achieving fluency with basic facts requires daily practice—every school day, not just once a week or every other day. The specifics are covered in this episode.
As Brian emphasizes, basic fact fluency results in significant effects with minimal investment in instructional time. These two episodes shine a light on the challenges many children face with math and highlight research-backed methods to improve math education.
NOTE: The resource page contains an extensive list of research articles mentioned in the episode: annastokke.com/ep-30-resources
TIMESTAMPS
[00:00:00] IntroductionFive reasons math fluency is important[00:02:42] Reason 1: More opportunities to respond [00:05:50] Reason 2: Increased rates of reinforcement[00:10:07] Reasons 3 & 4: Knowledge maintenance & reducing cognitive load[00:12:35] Reason 5: Skill generalization[00:20:16] Defining conceptual understanding[00:25:31] Relationship between conceptual understanding & fluency building[00:28:35] Research on dosage: how much to practice[00:36:05] To mix or not to mix skills[00:38:58] Explicit timing with goal setting and rewards[00:42:29] Explicit timing and math anxiety[00:47:54] Making data-based decisions[00:52:30] Advice for schools
RELEVANT PREVIOUS EPISODES
Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df
Ep 3. The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d
Ep 4. Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56
Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a
Ep 27. Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-30-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-30-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Blue Dot Sessions – Thannoid, Tarte Tatin, Mazamorra, Cornicob
Podington Bear – Camp
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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In this first episode of a two-part series, math professor Anna Stokke sits down with Dr. Brian Poncy, a school psychology professor at Oklahoma State University, who specializes in math interventions. His extensive research on basic fact fluency led to the development of a free math program called M.I.N.D, aimed at improving numeracy and computational skills.
In the episode, Brian stresses that we have a basic fact crisis where many students struggle with basic fact fluency, affecting their overall math proficiency. They discuss his research and effective strategies for teaching basic facts and computational skills.
The conversation begins with a description of the instructional hierarchy, a tool for identifying a student's learning stage and selecting suitable tasks, with an accompanying infographic available on the episode resource page. Anna asks Brian to define some key terms such as fluency, automaticity and mastery. They discuss the impact of his free program, M.I.N.D, particularly its implementation in a low-performing school. They also cover research on decomposition strategies and emphasize the importance of data collection to inform instruction.
Throughout the episode, Brian shares strategies used in the M.I.N.D program, revealing his deep passion for helping children learn math. These two episodes shine a light on the challenges many children face with math and highlight research-backed methods to improve math education.
NOTE: The resource page contains an extensive list of research articles mentioned in the episode: annastokke.com/ep-29-resources
TIMESTAMPS
[00:00:00] Introduction[00:03:26] Definition of fluency[00:04:40] The instructional hierarchy [00:14:27] Interventions for building accuracy and fluency[00:22:38] Definition of automaticity[00:30:24] Definition of mastery[00:34:53] Facts on Fire for Tier 1 instruction[00:44:54] Research on decomposition strategies for mental math[00:50:07] Implementing Facts on Fire: A longitudinal study[01:00:53] The need to make data-informed decisions[01:01:45] Closing thoughts and topics in next episode
RELEVANT PREVIOUS EPISODES
Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df
Ep 3. The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d
Ep 4. Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56
Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a
Ep 20. Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-29-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-29-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Blue Dot Sessions – Town Market, Spindash, Cornicob
Podington Bear – Camp
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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In episode 28, math professor Anna Stokke interviews Dr. Katharine Beals, who is a linguist and expert in using evidence-based instruction to teach students with autism. Katharine is the author of several books on autism, including one focused on autism-friendly curriculum and instruction.
They begin the episode with an overview of autism, where Katharine describes some of its defining characteristics and the skills typically affected. She discusses how autism impacts math learning and some common instructional techniques that can negatively impact autistic students. They then discuss what research suggests are the most effective instructional methods for students with autism.
Along the way, they discuss facilitated communication, and Katharine recommends math programs that are particularly well-suited for autistic individuals.
A key takeaway from this conversation is that many instructional techniques that are most effective for students with autism benefit the majority of students, but poor instructional methods more adversely affect those with autism. This fascinating and highly informative conversation is a must-listen for educators and anyone passionate about education.
PREVIOUS EPISODES MENTIONED
Ep 21. The right to learn math with Daniel Ansari https://www.podbean.com/ew/pb-4nv9n-1527568
Ep 25. Understanding math reform ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a
Ep 27. Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-28-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-28-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Blue Dot Sessions – Inamorata, Town Market, The Gran Dias
Podington Bear – Lakeside Path, Camp
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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In Episode 27, math professor Anna Stokke talks with Dr. Pamela Snow, a cognitive psychology professor at La Trobe University’s School of Education in Australia. She is renowned for her expertise in language and literacy instruction and co-founded the Science of Language and Reading (SOLAR) Lab at La Trobe, which assists schools in adopting scientific approaches to enhance reading instruction.
Pamela emphasizes viewing school as a health intervention and effective language and reading instruction as a social justice issue. The conversation spans a range of topics, including evidence-based methods for teaching reading, the golden mean fallacy in education, and foundational skills in both reading and math. They also discuss ways to improve teacher preparation and whether programs like the one at La Trobe might start emerging in other universities. This episode is a must-listen for anyone interested in education, whether from a reading perspective or a math perspective.
PREVIOUS EPISODES MENTIONED
Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a
Ep 20. Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-27-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-27-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Blue Dot Sessions – Balti, Coulis Coulis, Lissa, Cornicob
Podington Bear – Proliferate
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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In Episode 26, math professor Anna Stokke is joined by David Morkunas, who is an Australian teacher and numeracy learning specialist. Their conversation focusses on practical applications of cognitive load theory and explicit instruction for teaching math.
They discuss David’s role in overseeing a primary math program. He shares strategies for incorporating cognitive science principles into daily math reviews. They discuss the significance of standard algorithms and explore David’s strategies for teaching them. They talk about the role of manipulatives, math anxiety and fostering motivation in math class. Anna also asked David to recommend resources for further exploration of explicit instruction and cognitive load theory.
This episode is packed with actionable advice for teaching math. David’s infectious passion for math and his skill in applying effective teaching methods make this an invaluable episode for educators and math education enthusiasts.
PREVIOUS EPISODES MENTIONED
Raising student achievement with Dylan Wiliam: https://www.podbean.com/eas/pb-kduiw-15bba36
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-26-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-26-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Blue Dot Sessions – Town Market, Balti
Podington Bear – Camp, Proliferate
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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In this episode, math professor Anna Stokke is joined by education policy expert, Dr. Tom Loveless. They discuss the National Math Advisory Panel and some of the recommendations in from its final report. They talk about the influential 1989 NCTM standards and their global impact on math education as well as the history of the math wars.
Tom discusses some of his concerns about the California Math Framework and whether its recommendations are aligned with those in the National Math Advisory Panel report. They cover many other topics such as San Francisco’s unsuccessful de-tracking initiative and the importance of memorizing math facts. This episode is a must listen for anyone who teaches math, as well as parents and policymakers.
PREVIOUS EPISODES MENTIONED
Red flags in education research with Ben Solomon (Ep 23)
Modern relevance in the math curriculum with Brian Conrad (Ep 15)
California’s math controversy with Jelani Nelson, Part I (Ep 11)
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-25-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-25-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Blue Dot Sessions – Avoiding the Backdrop, Godmother’s Visit, Lakeside Path, Momentary Ease, Sonatina Kemf
Komiku – Bleu
Podington Bear - Kitten
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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In Episode 24, Anna Stokke interviews Dr. Dylan Wiliam, who is an education researcher renowned for his expertise on formative assessment. They begin by discussing PISA scores and the need to improve math proficiency. They then focus on Dylan's two primary recommendations for raising student achievement – a knowledge-rich curriculum and investing in enhancing teacher effectiveness.
They also discuss both formative and summative assessment. Dylan provides some concrete examples for how educators, whether in school or post-secondary settings, can effectively use formative assessment to support student learning. Along the way, they discuss math specialists in primary schools and things teachers can focus on to have the largest impact. This episode provides a wealth of practical wisdom for teachers, policy makers and parents.
The resource page for this episode includes books, studies and videos mentioned in the episode.
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-24-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-24-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Blue Dot Sessions – Balti, Noe Noe, Cherry Heath, Lemon and Melon, Haventhorn, Thannoid
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
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Join math professor, Anna Stokke, for a discussion with Dr. Ben Solomon in the final episode of the first season of Chalk & Talk. Ben is a psychology professor and a researcher in math assessment and intervention, known for his expertise in research methodology. One of the goals of this episode is to provide teachers, parents, and the wider public with tools for critically evaluating claims in education. The resource page for this episode describes five red flags to watch for in education research studies.
Anna asked Ben to analyze two specific education papers. The first paper has often been used to justify misguided claims about standard algorithms. They discuss flaws with the methodology in that paper. Ben also analyzes a high-quality education paper, highlighting the qualities that elevate it to the status of a rigorous education study, from which meaningful conclusions can be drawn. Along the way, they have a passionate discussion about the importance of teaching standard algorithms.
The conversation wraps up with a discussion on the science of learning and the need for education to evolve to use evidence-based practices and data-driven decision-making to achieve best outcomes for students. They hope this episode equips educators and parents with some tools to critically evaluate claims, ensuring that educational practices are grounded in sound research.
Thank you for joining Anna Stokke for the first season of Chalk & Talk! Follow Anna on X @rastokke to receive advance notifications for new episodes.
researchED Toronto, Canada: https://www.eventbrite.ca/e/researched-canada-the-science-of-learning-toronto-may-3-4-2024-tickets-765640259627
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-23-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-23-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Blue Dot Sessions – Arroz con leche, Cherie’s Polvo, Haventhorn, Mazamorra, Tarte Tatin, Noe Noe, Cornicob
Website: www.annastokke.com
X: @rastokke
Threads: @rastokke37
Bluesky: @rastokke.bsky.social
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Join math professor, Anna Stokke, in conversation with author and educator Dr. Carl Hendrick. They begin by discussing research on growth mindset. Then, they discuss whether motivation is a precursor to academic success or if, in fact, success is more likely to lead to motivation. They talk about whether engagement is a valid measure of learning and whether it's possible to teach generic skills like critical thinking. Anna asks Carl how we might define the science of learning and they discuss teaching methods that are in line with the science of learning. They wrap up the conversation with a discussion on the impact of mobile phones on learning, and Carl gives some valuable advice for new teachers. This episode will be of interest to teachers, parents and anyone interested in education.
researchED Toronto, Canada: https://www.eventbrite.ca/e/researched-canada-the-science-of-learning-toronto-may-3-4-2024-tickets-765640259627
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-22-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-22-resources
MUSIC
Intro and Outro: Coma Media – Catch It
Blue Dot Sessions – Building the Sled, Cherie’s Polvo, Cherry Heath, Cigar Singles, Haventhorn, Lemon and Melon
Website: www.annastokke.com
X: @rastokke
Threads: @rastokke37
Bluesky: @rastokke.bsky.social
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Join math professor, Anna Stokke, as she interviews Dr. Daniel Ansari, who is a Canada Research Chair in developmental cognitive neuroscience. They discuss the importance of early numeracy skills and his research on symbolic representations. They talk about similarities and differences between math and reading. They also debunk the misconception of gender differences in math.
Responding to a question from a teacher, Daniel discusses the role of manipulatives in teaching math. He also discusses dyscalculia and provides some tips for helping students who struggle with math. They close the episode by discussing some common neuromyths. Among other things, Daniel stresses the fundamental right of every child to learn math.
The resource page for this episode includes studies mentioned in the episode and resources for helping children who struggle with math.
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-21-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-21-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Podington Bear – Proliferate
Blue Dot Sessions – Balti, Hedgeliner, Cornicob, Coulis Coulis, Lissa
Website: www.annastokke.com
X: @rastokke
Threads: @rastokke37
Bluesky: @rastokke.bsky.social
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Join math professor, Anna Stokke, for a discussion about reading and math with Dr. Matthew Burns. He is well-known for his research in reading instruction, including research on the effectiveness of the Fountas & Pinnell Benchmark Assessment System. He has also published research on math interventions. He gives a brief history of reading instruction and explains how ideas about how to teach reading became pervasive despite lacking scientific evidence. They then move on to discuss parallels with math instruction, which is the focus of the episode.
A noticeable shift is happening in reading, with educators and policymakers now recognizing the importance of phonics and other principles from the science of reading. Math has not received the same level of attention as reading, despite being extremely important. Anna asks Matt to discuss what turned things around for reading and to offer suggestions for how we might create a similar shift for math.
The resource page for this episode includes studies mentioned in the episode and resources for helping children develop automaticity with math facts.
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-20-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-20-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Podington Bear – Lakeside Path
Blue Dot Sessions – General Inamorata, The Gran Dias, Tarte Tatin, Thannoid
Website: www.annastokke.com
X: @rastokke
Threads: @rastokke37
Bluesky: @rastokke.bsky.social
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Join Anna Stokke in conversation with Dr. Adrian Mims. He is the co-founder and CEO of the Calculus Project, which is a non-profit organization that aims to increase the number of Black, Hispanic, Indigenous and low-income students taking calculus, starting with support in middle school.
They discuss why he started The Calculus Project, the various components of the program, and its overall impact. They talk about what he calls “the quiet crisis,” in reference to declining math scores, and why it’s important to turn that around. They discuss the importance of offering math acceleration options for middle school students. They talk about the consequence of students finding themselves in a position where they must take remedial math in university. Moreover, Dr. Mims shares some valuable advice for policy makers on how to improve math outcomes for students who have historically been underrepresented in math. This episode will be of interest to teachers, school administrators, parents, policy makers and anyone with an interest in improving math outcomes.
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-19-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-19-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Podington Bear – No squirell commotion, Proliferate
Blue Dot Sessions – Partly Sage, Cornicob, Gaena, Thannoid
Website: www.annastokke.com
X: @rastokke
Threads: @rastokke37
Bluesky: @rastokke.bsky.social
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Join math professor, Anna Stokke, in conversation with Daisy Christodoulou. Daisy is a teacher, an author and the Director of Education at No More Marking. They begin by discussing the myth that facts prevent understanding and the importance of content knowledge, with a side discussion on why it is important to memorize math facts. They discuss why basic knowledge cannot just be outsourced to computers. They talk about some common myths about exams and whether exams help students learn. Anna asks Daisy for her thoughts on a practice called ungrading. They talk about how to acquire knowledge and myths surrounding so-called 21st century skills. This episode is a must-listen for anyone who is interested in education!
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-18-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-18-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Podington Bear – Squirrel Commotion, Prolifereate
Blue Dot Sessions: Tarte Tatin, Cases to Rest, No Squirrel Commotion, Partly Sage
OY Studio – Light Comedy
Website: www.annastokke.com
X: @rastokke
Threads: @rastokke37
Bluesky: @rastokke.bsky.social
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In Episode 17, Anna Stokke sits down with Dr. Robin Codding to talk about timed tests and math anxiety. Robin is a psychology professor who researches math interventions, assessment tools and math anxiety. She is one of the founding members of the group The Science of Math.
In this episode, Anna asks Robin to shed some light on claims that timed tests cause math anxiety. They discuss the relationship between math achievement and math anxiety, whether it's important to include timed practice in math class, how much practice is needed to become fluent with math skills, at what stage students should be engaging in timed practice, causes of math anxiety, and best ways to mitigate it.
They talk about the relationship between conceptual and procedural understanding and whether productive struggle is a reasonable instructional technique. Robin also shares strategies for identifying instructional methods that are philosophy-based, rather than evidence-based. This episode is an essential resource for clearing up misconceptions about timed tests and math anxiety.
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-17-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-17-resources
MUSIC
Intro and Outro: Coma Media – Catch it
Podington Bear - Kitten
Blue Dot Sessions – Ivory pillow, Delmendra, Ivory Pillow, Partly Sage, Coulis Coulis
Website: www.annastokke.com
Twitter: @rastokke
Threads: @rastokke37
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