In this episode of Math Universally Speaking, Ron Martiello is joined by mathematics education consultant Dina Mendola for a thoughtful conversation on shifting the lift in mathematics instruction—moving the cognitive work from the teacher to the student.

Together, they explore what it truly means to reveal and advance student thinking, and why understanding how students reason, represent, and make sense of mathematics is essential for equitable and effective instruction. The discussion connects student thinking to math identity, instructional decision-making, assessment practices, and the role of teacher and leader support in creating safe, responsive learning environments.

Listeners will hear practical insights on:

• Making student thinking visible through discourse and representations
• Using assessment evidence to inform instruction, not just evaluate learning
• Supporting teachers in developing their own math identities
• Accelerating learning by connecting unfinished learning to grade-level content
• How school leaders can foster trust, curiosity, and instructional risk-taking

This episode is especially relevant for elementary, middle and high school teachers, instructional coaches, math specialists, and school leaders seeking research-aligned strategies to center student thinking and strengthen mathematics instruction.