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.

TIMESTAMPS

[00:00:00] Introduction

[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

[00:18:41] What the evidence says about effective math instruction

[00:20:06] Final thoughts: takeaways for teachers and parents

RELEVANT PREVIOUS EPISODES 

Rosenshine's Principles of Instruction with Tom Sherrington

Techniques for Building Fluency with Math Facts

Cognitive load theory with Greg Ashman

Evidence-based teaching strategies with Paul Kirschner

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-77-resources

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-77-transcript

MUSIC

Website: www.annastokke.com