Send us a text

What if the biggest shift in your math block didn’t come from a new curriculum or tool—but from the questions you ask? In this episode, I explore how intentional math questions can spark deeper thinking, richer conversations, and stronger reasoning, all while requiring teachers to talk less. If you’ve ever felt the urge to jump in and explain, this conversation will feel both challenging and freeing.

You don’t need a new curriculum or a perfect lesson to transform math class. With meaningful questions, strategic silence, and a consistent routine like Word Problem Workshop, students begin to do the heavy cognitive lifting. This week’s challenge: ask one purposeful question—and then stop talking.

🎧 Ready to Listen?

If you want students to think more deeply and take ownership of their ideas, this episode is for you.

👉 Listen to the full episode now
👉 Subscribe to the podcast so you never miss an episode
👉 Leave a review to help other teachers find this work

Send us a text

What should students actually be doing, saying, and thinking in math class? In this episode, I break down this essential question and shifts the focus away from pacing guides, tests, and compliance—and back to student thinking. If you want math class to feel alive, engaging, and meaningful, this conversation sets the stage.

So how do we make this happen consistently? The answer isn’t more strategies or better worksheets—it’s a routine. This segment breaks down how Word Problem Workshop provides a predictable structure (Launch, Grapple, Share, Discuss, Reflect) that reliably gets students doing, talking, and thinking about math without relying on scripted lessons or high-level curriculum materials.

📘 Don't have time to read a book?? Join the Support Circle!

🎧 Ready to Listen?

If you’re ready to build a math classroom where student thinking takes center stage, this episode is for you.

👉 Listen to the full episode now
👉 Subscribe to the podcast so you never miss an episode
👉 Leave a review to help other educators find this work

Send us a text

Today’s episode dives into a question many K–1 teachers ask: Why are we giving multiplication problem types when they’re nowhere in the standards? If you’ve ever wondered whether this is developmentally appropriate, too advanced, or simply “off track,” you’re definitely not alone.

But here’s the truth: young children already experience multiplicative situations in real life — and those experiences naturally support early additive reasoning. In this episode, I share a powerful story from Kayla’s first-grade classroom that illustrates exactly why these problem types matter.

🎧 CTA — Listen, Subscribe, Review & Download

If this episode sparked ideas or affirmed your instincts, make sure to listen to the full conversation, subscribe to the podcast, and leave a review to help more teachers find it.