In this episode, we tackle a hot topic in education: the Science of Math. Inspired by a podcast about women's health and a meeting with state math supervisors, I'm exploring two critical questions educators need to ask when applying research to their math instruction.

First, is a powerful parallel I had when I heard: "Women are not small men" and that helped me think that math is not reading. Let's challenge the common practice of taking research from reading instruction and automatically applying it to mathematics without questioning whether it actually fits. Just because something works for teaching reading doesn't mean it will work for teaching math—our brains process these subjects differently.

Second, I challenge you to really take a look at the good and bad of what research suggests we do through the lens of timed tests. While research shows timed tests can increase fact retention, I ask the important follow-up questions: What about student anxiety? What about their enjoyment of math? I break down the actual benefits of timed tests (goal-setting, measuring progress, feeling achievement) and challenge listeners to find ways to get those benefits without the negative side effects.

I'll leave you with two key questions to ask whenever you hear about "what the science says":

1. Was this research actually done with mathematics, or are we borrowing from another field?

2. If the research looks good but feels wrong, can you get the benefits without the downsides?

Resources mentioned:

• Christina's previous video on timed activities

• 2026 Virtual Math Summit featuring Douglas Clements' session on The Science of Math - Register free at VirtualMathSummit.com

Whether you're a teacher, math coach, or administrator, this episode will help you think more critically about the research you're applying in your math instruction.

Get any resources/links mentioned in this episode at BuildMathMinds.com/217