Everyone wants to see children and young adults succeed in math, but it can be difficult to sort myths from facts in education. Join math professor, Anna Stokke, for conversations with leading educators and researchers about the importance of math, effective teaching methods, and debunking common myths about math and teaching. Chalk & Talk is a podcast for anyone interested in education, including educators, parents, and students.
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Making Sense of PISA 2025 with Montserrat Gomendio (Ep 81)
Épisode 81
vendredi 2 octobre 2026 • Durée 01:23:33
In this episode, Anna is joined by Dr. Montserrat Gomendio, former Deputy Director for Education at the OECD, to discuss the newly released PISA 2025 results.
They explore why student achievement is falling in many countries. They discuss whether COVID, smartphones, and AI explain the declines, why some education systems are holding up better than others, and what policymakers can learn from countries that are seeing better results. They also answer questions from listeners that were submitted during a livestream version of the episode.
TIMESTAMPS
[00:00:04] - Introduction: PISA 2025 and student achievement
[00:05:41] - Why did reading become the dominant PISA story?
[00:08:23] - Do phones, digital technology, and AI explain the decline?
[00:14:54] - Did COVID and school closures cause the decline?
[00:20:58] - What can England teach us about education policy after COVID?
[00:22:14] – Scores started declining before COVID
[00:27:35] - What do top-performing education systems have in common?[00:34:32] - What makes effective teacher training?
[00:39:59] - How can countries improve teacher quality in the short term?[00:45:24] - Why evidence-based professional development matters
[00:48:10] - What can countries learn from England’s approach to math?
[00:51:22] - What should teachers do when they disagree with their training?[00:56:10] – How to encourage teachers to change
[00:59:14] - How should schools design a knowledge-rich curriculum?
[01:03:35] - What makes an effective math curriculum?
[01:06:44] - Does PISA data hide differences between education systems?[01:10:41] - What does the OECD get wrong about interpreting PISA data?
[01:16:14] – Finland: PISA declines and bad advice about following Finland
[01:21:54] - Final thoughts
EPISODE TRANSCRIPT
https://chalkandtalkpodcast.com/episode/ep-81/
RELEVANT PREVIOUS EPISODES (linking to website)
The Story Behind Mississippi’s Education Turnaround with Rachel Cante
https://chalkandtalkpodcast.com/episode/ep-76/
The Finland myth, East Asia’s rise, and what makes education systems work with Montserrat Gomendio
https://chalkandtalkpodcast.com/episode/ep-68/
When a mathematician became education minister: Nuno Crato on transforming education
https://chalkandtalkpodcast.com/episode/ep-58/
From decline to top rankings: How England transformed education with Nick Gibb
https://chalkandtalkpodcast.com/episode/ep-49/
MUSIC
Intro & Outro: Funk Jazz Big Band - ColorFilmMusic
How Two Teachers Turned Math Achievement Around with Max and Todd (Ep 80)
Épisode 80
vendredi 11 septembre 2026 • Durée 01:18:29
In this episode, Anna is joined by two elementary school teachers from California who are appearing anonymously so they can speak candidly about their experiences.
Both teach at a school where math achievement has remained consistently low.
After watching many of their students struggle with the curriculum they were expected to use (Illustrative Math), they began exploring research, learning about the science of learning and evidence-informed teaching practices, and rethinking what they had been taught about how children learn math. They changed the way they taught math and the results were remarkable. Their students began the year below the national average in math and finished well above it.
This inspiring conversation explores what happens when teachers refuse to accept poor outcomes and take the initiative to find better ways to help their students succeed.
Max and Todd are also interested in hearing your thoughts and questions.
Submit feedback and questions about this episode here: https://chalkandtalkpodcast.com/episode/ep-80/
TIMESTAMPS
[00:00:04] Introduction
[00:04:03] Remarkable math gains in a struggling school
[00:07:05] What they learned in teacher education about math instruction
[00:14:49] A school facing years of poor math outcomes
[00:17:54] When classroom reality didn’t match what was being taught
[00:23:43] Illustrative Math and issues with problem-based instruction
[00:33:50] A close look at an Illustrative Math lesson
[00:43:14] Recognizing the teaching approach didn’t work
[00:46:35] How they transformed their math instruction
[00:54:28] What explicit instruction looks like in the classroom
[00:58:52] Creating more opportunities for students to respond
[01:01:54] How administrators responded to the results
[01:06:11] Evidence-informed teaching has a huge impact
[01:11:38] Advice for teachers
[01:15:03] When a teacher’s work feels hopeless
Math Fact Crisis, Two Years Later with Brian Poncy (Ep 79)
Épisode 79
vendredi 28 août 2026 • Durée 58:55
In this episode, Anna is joined by returning guest Dr. Brian Poncy to discuss math fact fluency and whether improving students’ fluency with basic number operations leads to better overall math achievement.
Brian shares new results from the first year of a large implementation of the free Facts on Fire program in a Texas school district. They discuss what the data shows, how the program has evolved based on teacher feedback, and what educators are saying about it.
They also revisit five evidence-based reasons why fluency—being able to do math both accurately and effortlessly—matters. With a new school year underway, this episode offers practical and encouraging ideas for helping students build automaticity with math facts through clear instruction, practice, and feedback.
TIMESTAMPS
[00:00:04] Introduction
[00:04:25] What’s changed with Facts on Fire?
[00:08:15] Measuring fluency in problems per minute
[00:14:47] How Facts on Fire builds fluency through practice and feedback
[00:17:29] How much practice do students need?
[00:20:11] Facts on Fire goes school-wide in Texas
[00:23:22] Teachers’ experiences implementing Facts on Fire
[00:24:56] Did Facts on Fire improve math achievement?
[00:30:10] What the MAP data reveals
[00:34:40] The impact of Facts on Fire and the results
[00:42:40] Five reasons why fluency matters
[00:43:01] Cognitive load and working memory
[00:46:15] Increasing opportunities to respond
[00:47:31] Effort, reinforcement, and building confidence
[00:49:23] Maintaining skills and promoting generalization
[00:52:14] Recapping the five reasons fluency matters
[00:54:26] The future of Facts on Fire
[00:56:19] A call to action for the new school year
[00:57:58] Final thoughts
The Science and Craft of Great Teaching with Nidhi Sachdeva and Paul Kirschner (Ep 78)
Épisode 78
vendredi 14 août 2026 • Durée 01:12:37
In this episode, Anna is joined by returning guests Dr. Nidhi Sachdeva and Dr. Paul Kirschner, authors of the upcoming book Becoming an Expert Teacher: Deliberate Practice for Effective Teaching.
They explore what makes an expert teacher and how teaching expertise can be deliberately developed. They discuss the importance of deep subject knowledge, mental models, deliberate practice, and reflection, while explaining the difference between the science and the craft of teaching.
They also examine how teaching expertise can be measured and why striving to become an expert teacher is both a professional responsibility and an equity issue.
[00:00:22] Introduction
[00:03:26] What makes an expert teacher?
[00:12:09] Why teacher content knowledge matters
[00:13:24] Why content knowledge isn’t enough
[00:16:00] Schemas & pattern recognition explained
[00:18:04] How expert teachers think
[00:22:55] Deliberate practice to develop teaching expertise
[00:30:31] The challenge and importance of deliberate practice
[00:38:31] The importance of reflection in teaching
[00:40:51] The science and craft of teaching
[00:47:57] A reflection on teacher education preparedness
[00:55:21] Can teaching expertise be measured
?[00:01:07] The responsibility to become an expert teacher
[01:11:40] Final thoughts
Five math myths that are holding students back (Ep 77)
Épisode 77
vendredi 31 juillet 2026 • Durée 22:01
In this solo episode, Anna Stokke explores five common misconceptions in math education that may sound convincing but aren't supported by high-quality evidence. This episode is based on a chapter she wrote for The Practice Project, which is a joint initiative of the American Enterprise Institute and researchED, dedicated to improving classroom practice through research-informed professional knowledge.
She tackles five common misconceptions about math instruction: teaching multiple strategies to new learners, relying on technology instead of learning facts and procedures, believing that conceptual understanding must precede procedures, using problem solving as the primary method of instruction, and thinking that practice turns kids off math. She concludes the episode by discussing evidence-based approaches that better support student success in mathematics.
This episode is available in video at www.youtube.com/@chalktalk-stokke
[00:02:16] Myth #1: New learners should learn multiple math strategies
[00:05:41] What to do instead
[00:06:04] Myth #2: Technology makes facts and procedures unnecessary
[00:09:31] Myth #3: Conceptual understanding must come before procedural skill
[00:13:50] Myth #4: Problem solving is the best way to teach mathematics
[00:15:09] The instructional hierarchy guides instructional methods
[00:16:29] Myth #5: Practice turns kids off math
The Story Behind Mississippi’s Education Turnaround with Rachel Canter (Ep 76)
Épisode 76
vendredi 17 juillet 2026 • Durée 59:52
In this episode, Anna Stokke is joined by Rachel Canter, Director of Education Policy for the Reinventing America's Schools Project and author of the report Inside the Mississippi Marathon. They explore how Mississippi transformed from one of the lowest-performing states in fourth grade reading and math to one of the highest-performing in the U.S., despite Mississippi being one of the poorest states.
They discuss the policies behind the turnaround, including growth-based accountability, early literacy initiatives, higher expectations for students, evidence-based instruction, and being transparent with parents. They also discuss how Mississippi improved education outcomes for some of the most marginalized students and what other jurisdictions can take away from Mississippi’s success. This episode is a must listen for educators, school leaders, policymakers, parents, and anyone interested in learning how sustained, evidence-based reform can improve student outcomes.
TIMESTAMPS
[00:00:22] Introduction
[00:04:51] Mississippi’s education system in the 90s
[00:10:57] Holding underperforming schools accountable
[00:14:25] Transforming accountability through A–F school grades
[00:20:16] The Literacy-Based Promotion Act and the Science of Reading
[00:28:07] Being honest with parents about student performance
[00:32:09] Third-grade retention: The controversy and the impact
[00:39:44] The three Ps of reform: Policy, People, and Persistence
[00:41:33] Mississippi's gains in reading and math
[00:49:41] Why accountability is difficult but important
[00:52:24] The political will behind Mississippi's turnaround
[00:55:39] Can other places replicate Mississippi's success?
[00:58:26] Final thoughts
How high expectations drive student achievement with Doug Lemov (Ep 75)
Épisode 75
vendredi 3 juillet 2026 • Durée 01:05:11
In this episode, Anna Stokke is joined by Doug Lemov, author of Teach Like a Champion and one of the most influential voices on effective teaching practice. They discuss educational equity and why strong teaching, clear behaviour routines, high expectations, and academic rigor are essential for helping every student succeed.
They also discuss practical classroom strategies, including how to use cold calling effectively, active observation in math class, and building a culture where students are engaged and accountable for learning. Teachers, school leaders, and anyone interested in evidence-based education will find practical, actionable insights in this conversation.
TIMESTAMPS
[00:00:22] Introduction
[00:03:06] Teach Like a Champion – is it about social justice?
[00:05:36] Why some stress is essential for learning
[00:10:38] School culture and how students respond – Asha’s story
[00:16:28] How can you change school culture?
[00:23:01] Why behaviour expectations are important
[00:30:28] Why it’s important to be upfront about classroom policies
[00:37:25] Teaching Techniques: Active Observation
[00:45:36] Teaching Techniques: Cold Calling
[00:53:06] The false positives of volunteer responses
[00:58:36] Why having a mental model of how learning happens is critical for teachers
[01:03:48] Final thoughts
Mailbag II: Math standards, teacher content knowledge, and more with Jonathan Regino (Ep 74)
Épisode 74
vendredi 19 juin 2026 • Durée 53:05
In this special two-part Chalk & Talk mailbag series, Anna Stokke is joined by Jonathan Regino, Pre-K–12 Supervisor of Math at Interboro School District, to answer questions submitted by listeners.
In Part 2, Anna and Jonathan tackle topics such as calculators in IEPs, math fact fluency, teacher content knowledge, the importance of mastering fractions, the role of NCTM in math education, and what evidence-informed math instruction looks like in classrooms. Drawing on their extensive experience in mathematics education, they provide practical, research-informed insights for teachers, school leaders, and parents.
[00:00:22] Introduction
[00:02:42] Is too much content contributing to lack of math mastery?
[00:07:11] Prioritizing critical math content
[00:09:13] Common Core and issues with focussing on multiple strategies
[00:14:47] Questions about standard algorithms
[00:18:19] The role of NCTM
[00:26:11] Helping teachers improve math content knowledge
[00:33:23] What to focus on after math facts
[00:41:38] Myths about math facts and neuroscience
[00:44:17] Do calculators help with students who have IEPs?
[00:50:36] Final thoughts
Mailbag I: Choosing math resources and handling mixed classes with Jon Regino
Épisode 73
vendredi 12 juin 2026 • Durée 41:05
In this special two-part Chalk & Talk mailbag episode, Anna Stokke is joined by Jonathan Regino, Pre-K–12 Supervisor of Math at Interboro School District, to answer questions submitted by listeners.
Together, they answer questions from teachers and parents about math resources, explicit instruction, teaching mixed ability classes, supporting advanced learners, and more. Drawing on their experience in mathematics education, Anna and Jonathan share practical, evidence-informed insights for teachers and school leaders looking to improve student outcomes.
This is Part 1 of a two-part listener Q&A special.
[00:00:22] Introduction
[00:03:35] Saxon Math and Singapore Math
[00:09:59] Recommended books for math teachers
[00:13:28] Difference between Direct Instruction and direct instruction
[00:16:10] Resources for preparing students for algebra
[00:18:10] Tips for introducing evidenced-based instruction to colleagues
[00:26:27] Teaching mixed ability classes
[00:28:39] Teaching advanced students
[00:31:14] Resources for advanced students
[00:33:42] Ability grouping and mixed ability classrooms
[00:36:05] Flexible ability grouping
[00:39:32] Final thoughts
Inside one of England’s top-performing non-selective schools with Robert Peal (Ep 72)
Épisode 72
vendredi 29 mai 2026 • Durée 01:03:29
In this episode, Anna Stokke is joined by Robert Peal, joint head teacher of West London Free School, one of England’s highest-performing non-selective schools. Robert is also the author of Progressively Worse and co-author, with Nick Gibb, of Reforming Lessons: Why English Schools Have Improved Since 2010 and How This Was Achieved. Anna visited West London Free School recently and invited Robert to join the podcast to share what makes the school so successful.
They discuss the school’s approach to behaviour, school culture, high expectations, and a knowledge-rich curriculum. They also talk about England’s school reforms and why ineffective educational fads have continued to resurface throughout history, despite weak evidence. Teachers, school leaders, and policymakers will find practical insights on how structure, high expectations, a knowledge-based curriculum, and effective teaching are the keys to improving student outcomes.
TIMESTAMPS
[00:00:22] Introduction
[00:03:37] Inside West London Free School
[00:07:21] Why Free Schools were established in England
[00:12:33] Establishing behaviour expectations
[00:17:04] House points and celebrating achievements
[00:18:07] School sanctions
[00:21:06] Silent corridors, and their role in the West London Free School
[00:25:33] Parents’ response
[00:29:10] Breakdown of the ‘House System’
[00:36:59] A knowledge-rich curriculum in practice
[00:41:28] Training teachers on best teaching practices
[00:46:35] Grouping students based on readiness
[00:50:23] Formative assessments and summative assessments
[00:54:53] Is socioeconomic background a good excuse for poor outcomes?
[01:00:07] Final advice
