In this episode, I explore the transformative potential of Amplify's Polypad, a free virtual whiteboard packed with interactive math manipulatives, from ten frames to fraction bars and beyond! If you’ve ever struggled with keeping students engaged, helping them truly understand concepts, or sparking excitement about math, this episode is for you.

I am joined by David Poras, a former middle school math teacher who now works with Amplify, inspiring teachers and students with the power of visual and interactive mathematical representations on Polypad. Together, we dive into how Polypad can help solve common classroom challenges while making math more meaningful and fun.

In today's episode, I talk about what I actually mean when I say "shift perspective on what it means to be a math person".

Math evokes powerful feelings - for a reason.

Experiences in math class stick with us and leave indelible marks on our souls because of the feelings that we experience when doing math.

Learning math is about more than facts and "answer getting".

Learning math as an opportunity to develop confidence in our ability to tackle new problems.

Part of that learning requires us to see the learning process as non-linear and sometimes "messy".

Get ready to rethink what it really means to be a “math person” as we dive into a lively chat with the incredible Brendan Scribner! Brendan’s career started in a middle school math classroom in Vermont and has taken him on a journey through various roles, all the way to transforming entire school systems. He’s got a fresh, inspiring take on how we can help students (and teachers!) see themselves as capable, creative math thinkers.

In this episode, we explore the mindset shifts that can make math class a place of curiosity and joy, where every student feels like they belong. Brendan brings his experience and passion for math to life, sharing ideas for sparking conversations, building confidence, and creating those “aha!” moments in the classroom.

Connect with Brendan Scribner on Twitter (X) @bscribb

and LinkedIn www.linkedin.com/in/brendanscribnermather

In this episode, I chat with Tanya LaMar, first generation college student who earned her Ph.D. in mathematics education from Stanford University!

Tanya is the CEO of Struggly.com, an online program for students that helps them "walk the walk" of growth mindset as they grapple with interesting mathematic. Dr. LaMar shares with us the surprising role that struggle plays in math learning. We begin to unpack why tackling challenges and experiencing those “aha” moments are key to building confidence and seeing yourself as a true “math person.”

Together, we explore how reframing math struggles as steps toward discovery and growth can reshape students’ math identities. Whether you're a teacher, student, or math enthusiast, this episode offers fresh insights on embracing struggle as a natural—and powerful—part of learning math.

For a FREE 60-day trial of Struggly, click the link below.

tinyurl.com/tryStruggly

Struggly.com

@struggly_maths

To get in touch with Dr. LaMar:

https://www.instagram.com/struggly_maths/

⁠https://www.linkedin.com/in/tanya-lamar/⁠

What stories do students bring to math class, and how do those stories impact their engagement with math?

In Season Two, we will delve deeper into how our beliefs about what it means to be a math person makes a tremendous impact on learning and teaching.

We will get specific about the synergy between affect and math learning. We will explore how emotional factors like anxiety, frustration, joy, and satisfaction interact with math learning. (Hint: they are not to be entirely avoided).

Come along for the ride. And join the conversation.

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https://www.instagram.com/blueglassesmath

https://x.com/pamela_brett

www.blueglassesmath.org

In this episode, we kick things off with a thought-provoking quote from Dan Meyer: "Students know what it feels like to have their education done to them rather than with them and they vastly prefer the latter." Let's dive into what this means and how it ties into the core human needs of autonomy, competence, and relatedness in the classroom.

We'll ask the big question: "Do our educational values align with these basic human needs?" By fostering autonomy, building competence, and nurturing relationships, we can transform learning into a more engaging and effective experience for students.

What do I actually mean when I say, "shift our perspective on what it means to be a math person"? Why the Blue Glasses?

In this episode, you will learn more about the reason why I am calling for a shift in perspective. Why I think that the focus on "good at math" has been misdirected. Why I think math can be a vehicle for hope, agency and persistence.

Inspiration for this episode, Brene Brown, Atlas of the Heart, page 97.

https://brenebrown.com/book/atlas-of-the-heart/

https://www.ted.com/talks/brene_brown_the_power_of_vulnerability?language=en

In this episode, 2 in a series of 3, we begin to take a peek at how math teacher identity may influence how they show up as math teachers. Yes, each teacher brings their own unique stories with them to their lessons. Those stories influence how teachers plan lessons, ask and answer questions, respond to faulty student reasoning and more.

Let's take a look at changing the perspective on learned helplessness - through the lens of math teacher identity.

In this first of a three-part series, I talk about learned helplessness in math class.

Is helplessness learned, or taught? What does helplessness represent? What are the implications of helplessness? And what can we do about it?

Let's shift our perspectives on what it means to be "helpless" in math class.

This series was inspired by this quote: Equitable Practices without high expectations are nothing more than misguided enablement. - Charles Williams

https://twitter.com/_cwconsulting/status/1772060100259115205

Do teachers (and parents) play a role in shaping the flavors of students' mathematical narratives? You bet! We have the power to influence the bitterness or sweetness of students' mathematical experiences. Join me as I introduce the metaphor of a Mason jar as a container for students' math autobiographies.

Each of our students comes to us with a jar - pre-filled with their thoughts and beliefs about math and about themselves as math learners. How do the contents shift over the course of a school year?

Let's take a look.