Send us a text

When students were asked to solve independently, things quickly unraveled. Behaviors surfaced, lessons derailed, and reliance on the teacher increased. This wasn’t a lack of effort — it was a lack of confidence, a common barrier in developing effective math problem solvers.

After the lesson ended, one question lingered: Do they actually understand the math? Students had learned how to watch and copy, not how to reason. This realization exposed the disconnect between effort and outcome and highlighted what was missing in math problem solving instruction.

🎧 Listen, Reflect, and Take the Next Step

If this classroom moment feels familiar, this episode is for you.

👉 Listen to Episode 196 to hear how one moment reshaped math problem solving instruction.
⭐ Subscribe to the podcast and leave a review to help other educators find these conversations.
📣 Share this episode with a colleague who’s working to build confident, capable math problem solvers.

Because strong math problem solving starts when students are given space to think. 💛

Send us a text

What if math classrooms were places where every child saw themselves as capable, curious, and confident? In this episode, we’re joined by Deborah Peart Crayton, founder and Queen Mather of My Mathematical Mind, to explore what it truly means to become a Mather. Together, we unpack how joyful learning, strong identity, and intentional instruction can transform how students experience math.

💬 Connect with Deborah

• Website: https://www.mathersgonnamath.com/
• 📘 Order her Book - Readers Read. Writers Write. Mathers Math!
• LinkedIn

🎧 Listen, Learn, and Join the Mather Movement

Ready to rethink what’s possible in your math classroom?

👉 Listen to the full episode to hear Deborah Peart Crayton share her insights on identity, joy, and becoming a Mather.
⭐ Subscribe to the podcast and leave a review to help other educators discover this conversation.
📢 Share this episode with a colleague who’s passionate about building confident, joyful Mathers in every classroom.

Send us a text

What happens when students haven’t been taught the math yet—but the task is right there waiting? In this episode, I unpack the fear many teachers feel before launching a rich task and explains why that hesitation, while understandable, often blocks the very learning we want. If you’ve ever wondered whether your students are “ready,” this conversation will gently shift how you think about readiness and learning.

When we trust students to begin with what they know, incredible learning unfolds. Thanks for showing up for kids—and for yourself—as a math teacher willing to grow.

🤍 Need Ongoing Math Support? Join the Support Circle

If you’re listening and thinking, “I want to do this well—but I don’t want to figure it out alone,” the Math Teacher Support Circle was created for you. Inside the Circle, you get ongoing math support, coaching, and a community of teachers all implementing Word Problem Workshop and rich problem-solving routines together. You’ll have a place to ask questions, get feedback, choose strong tasks, and build confidence—especially during Grapple—so supporting student thinking feels doable, not overwhelming.

🎧 Ready to Dive In?

👉 Listen to the full episode now
👉 Subscribe so you don’t miss future conversations
👉 Leave a review to help other teachers find this work