Making Math Moments That Matter

Sue Looney: Using Stories to Build Resilient Problem Solvers

Jon Orr and Sue Looney preview her Make Math Moments Virtual Summit session and share how stories, memorable characters, and a four-step story lens can help teachers buil

How to Build Teacher “Buy-In” for Math Improvement

Jon Orr and Yvette Lehman explore teacher buy-in and resistance in math PD, and how the Results Pyramid helps leaders create the experiences that shift beliefs, build tru

Dr. Nicki Newton: Rethinking Math Fact Fluency.

What does fact fluency actually mean in your school? If you asked five teachers, would you get five different answers?  K-12 Math Leaders: Download our free Math Coheren

Is Productive Struggle One Of Your Math Classroom Pillars? Should It Be?

What do you fundamentally believe about how students learn mathematics? More importantly, do the everyday experiences in your classroom actually reflect those beliefs? K

Graham Fletcher: Are We Making Math More Disjointed Than It Needs to Be?

Monday is make a ten. Tuesday is doubles. Wednesday is doubles plus one. Add a completely different context each day, and we may be making it harder for students to see h

From Classroom Observations to a Focused Math Improvement Plan

Jon Orr and Yvette Lehman unpack a three-day school visit and share how a K–12 team used a Math Coherence Compass, classroom observations, focused instructional moves, an

Zak Champagne: Creating Curious Kids in the Math Classroom

Jon Orr interviews Zak Champagne, author of Curious Kids in the Math Classroom, about practical ways to foster student curiosity through classroom community, authentic qu

Math Wars: Why Conceptual vs. Procedural Is the Wrong Math Debate

The math wars often focus on conceptual understanding versus traditional algorithms. Jon Orr and Yvette Lehman explore a deeper challenge: understanding the prerequisite

Peter Liljedahl: Can We Teach Students to Be Resilient?

We want students to be curious, persistent, and resilient problem solvers. But what if those aren't qualities students simply bring into our classrooms? What if we c

How to Spiral Your Math Curriculum: A Better Alternative to Cramming and Reteaching

Ever reach the end of the semester only to feel like you're reteaching everything from September? If students learned it once but can't retrieve it months later

Rewarding Student Thinking: An Interview with Dr. Pamela Seda

We say we want students to become critical thinkers, problem solvers, and mathematical reasoners. But do the systems in our classrooms and schools actually reward those t

How Strong Math Teams Turn Decisions Into Action

Your math team meets regularly. You strategize, make decisions, and talk about improving mathematics. But when everyone leaves the meeting, does the work actually move fo

Why Do Students Struggle With Math Word Problems and What To Do About It

We’ve all heard it: “My students can do the math—they just struggle with word problems.” They can perform the calculation when it’s presented directly, but put that same

Do This To Start Sustainable Math Improvement in Your School or District

If you could wave a magic wand and walk into any math classroom five or ten years from now, what would you hope to see? What would students be doing, saying, and thinking

How Do You Support 30 Schools at Once as a Math Coordinator? A Math Mentoring Moment

Stepping into a new math leadership role can feel exciting and overwhelming at the same time—especially when your responsibility suddenly expands from supporting one scho

STOP Rushing Math Improvement: Lessons From This School District

School and district leaders often feel pressure to create widespread change as quickly as possible. But sustainable math improvement doesn't happen by trying to reac

Why Teaching Math Is Hard—and Improving Achievement Is Even Harder

Why do so many mathematics improvement efforts begin with energy and optimism, only to lose momentum months later? Schools invest in professional learning, adopt high-qua

Math Homework in 2026-2027: What Should It Really Look Like?

Homework has long been a part of the mathematics classroom, but opinions about its value continue to vary. Should students be completing pages of practice each night, or

Is Math Intervention Working? Learn to Build A Better Fence

Every school system wants to improve student achievement in mathematics. Yet when students struggle, the immediate response is almost always the same: more intervention,

What Should You Grade in Math Class?

Assessment is one of the most powerful tools teachers have—but it's also one of the most misunderstood. Too often, every task, activity, or game is expected to produ