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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The Science of Clear Math Teaching with Kristopher Boulton (Ep 82)
Episode 82
Thursday, October 15, 2026 • Duration 01:09:22
What if many of the errors students make in math are predictable consequences of the way we teach them? In this episode, Anna is joined by Kristopher Boulton, founder and CEO of Unstoppable Learning to explore how better instructional design can help prevent misconceptions and make difficult math concepts more accessible. Kris insists that it should be possible to achieve 100% success in math for 100% of the students.
They discuss how carefully chosen examples, better sequencing, atomisation, and careful instructional design makes misunderstandings less likely. Kris also shares insights from his experience as a teacher and school leader and his work helping schools improve outcomes in mathematics.
TIMESTAMPS
[00:00:04] Introduction
[00:03:16] Logically faultless communication
[00:08:39] Identifying 4 types of mathematical knowledge make teaching easier
[00:10:13] Type 1: Categorical concepts
[00:12:25] Teaching with examples and non-examples
[00:14:52] The four principles for choosing effective examples
[00:19:59] Type 2: Transformations
[00:26:49] Example of a carefully sequenced math lesson
[00:31:44] Dealing with arithmetic difficulties
[00:39:13] Type 3: Facts
[00:43:23] Type 4: Cognitive routines
[00:44:56] How atoms are different from steps
[00:52:32] Mastering each atom before tackling the full routine
[00:54:11] Quadratic and linear equations
[00:57:51] How atomization is different from scaffolding
[01:02:24] Why this teaching approach is important
Making Sense of PISA 2025 with Montserrat Gomendio (Ep 81)
Episode 81
Friday, October 2, 2026 • Duration 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/
How Two Teachers Turned Math Achievement Around with Max and Todd (Ep 80)
Episode 80
Friday, September 11, 2026 • Duration 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)
Episode 79
Friday, August 28, 2026 • Duration 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)
Episode 78
Friday, August 14, 2026 • Duration 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)
Episode 77
Friday, July 31, 2026 • Duration 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)
Episode 76
Friday, July 17, 2026 • Duration 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)
Episode 75
Friday, July 3, 2026 • Duration 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)
Episode 74
Friday, June 19, 2026 • Duration 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
Episode 73
Friday, June 12, 2026 • Duration 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
