The Build Math Minds Podcast

Over the past few weeks, I've had AI generate 13 math lessons.

Teachers ARE using AI to generate lessons—whether we like it or not. So instead of pretending that's not happening, I decided to put AI to the test. Can it actually create good math lessons?

The short answer? Not really.

But the insights I gained from evaluating those 13 AI-generated lessons? Those apply to ANY math lesson—AI-generated or straight from your textbook.

In this episode, I share the 3 biggest things I learned:

Lesson #1: AI needs tons of detail in your prompt. I started with simple prompts like "Create a lesson for this standard" and got surface-level, procedural lessons. Even when I added more detail, AI still missed the mark. To get a truly good lesson, you'd need to give AI so much detail that you might as well write the lesson yourself.

Lesson #2: AI doesn't know learning progressions. This is the biggest problem. AI assumes the standard you give it is exactly what students are ready for RIGHT NOW. But standards are where students need to be at the END of the year. AI doesn't understand where students typically are at the beginning, what foundational concepts need to be in place first, or where YOUR specific students are in their learning journey.

Lesson #3: AI lessons are a starting point, not a finished product. Bottom line: I don't recommend using AI for lesson plans. But if you do, evaluate it with a critical eye and modify based on what you know about your students and the learning progression.

So what IS AI good for?

• Analyzing data to find patterns in coaching cycles or assessment data

• Generating differentiated materials as a starting point

• Drafting communication and handouts (that you then edit)

AI can handle mundane tasks so you have more time for the human work—coaching conversations, relationship-building, and instructional decision-making.

My YouTube Shorts series: I'm doing a series called "AI Made This Lesson, Let's Make It Better" where I show you—in under 2 minutes—how to improve AI-generated lessons. But here's the thing: those same modifications apply to textbook lessons too. Watch them all (even if they're not your grade level) because the advice applies everywhere.

Resources mentioned:

• YouTube Shorts playlist: "AI Made This Lesson"

• 2026 Virtual Math Summit sessions from Dr. Kristopher Childs and Dr. Nicki Newton

• Register free at VirtualMathSummit.com

AI isn't going away. So let's learn how to use it wisely.

Register at VirtualMathSummit.com to learn from experts about how to use AI in Education in the best ways.

Teachers are overwhelmed, students are struggling, and the strategies that worked pre-pandemic aren't working anymore.

In this episode, I tackle one of the biggest mindset barriers happening right now: "They should already know this."

Yeah, they should. But they don't. So now what?

I'm giving you three practical coaching strategies to help teachers shift from "they should know this" (which leads to frustration and blame) to "here's where they are and here's how we move them forward" (which leads to action and hope).

You'll learn:

• How to help teachers identify the actual gap so it feels manageable, not overwhelming

• How to reframe "catching up" as "building forward"—addressing foundational gaps within current instruction

• How to normalize where students are and reset expectations around the timeline

Math recovery is taking longer than reading recovery since the pandemic. Your teachers aren't failing—they're working with a different reality.

Resources mentioned:

• 2026 Virtual Math Summit sessions from Jen Hunt, Graham Fletcher, Ann Elise Record, and Dr. Sue Looney

• Register free at VirtualMathSummit.com

Whether you're a math coach, instructional coach, or administrator supporting math teachers, this episode will help you address one of the most common (and most damaging) mindsets holding us all back right now.

Register at VirtualMathSummit.com to learn from experts to help your staff Build Forward.

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

Do your students complete their math practice but forget everything by next week? There's a reason this happens—and a simple fix. Australian educator Michaela Epstein reveals why most practice only goes one direction (question → answer) and shares sorting & matching tasks that build real understanding. Learn how to add one metacognitive step that transforms mindless practice into flexible thinking. Plus, get details on the upcoming 10th Virtual Math Summit (Feb 28-March 1, 2026) with 34 sessions designed specifically for PreK-5 teachers and math coaches.

Get any resources/links mentioned in this episode at BuildMathMinds.com/216

Are you exhausting yourself trying to make everything "equal" in your math instruction or math coaching? In this video, I'm sharing why balance in teaching isn't about equality - it's about creating a beautiful structure that meets the needs of those you are working with. Let's rethink what balance really means for elementary math teachers and coaches.

Get any resources/links mentioned in this episode at BuildMathMinds.com/215

When your students ask "When will I ever use this?"—especially with AI doing calculations faster than any of us—how do you answer? In this episode, I share a conversation that just validated how I think about the purpose of teaching math.

Spoiler: It's not about long division. It's about building thinkers, not calculators.

You'll hear the difference between students who DO math versus students who THINK about math, why building flexible thinkers actually speeds up your teaching (not slows it down), and how to shift your instruction to focus on what really matters. If you've ever questioned why we teach certain math skills, this episode will give you a whole new perspective.

Get any resources/links mentioned in this episode at BuildMathMinds.com/214

Are your students still counting on their fingers for 6×4? Transform how you teach multiplication facts with this game-changing approach to subitizing!

In this episode, you'll discover how to move beyond the exhausting "times tables treadmill" that forces students to memorize 100 disconnected facts. Instead, learn how subitizing—the ability to instantly recognize quantities without counting—can help your students see multiplication as beautiful, connected relationships.

You'll learn:

• Why traditional fact memorization fails (and what works better)

• The 4 Types of Multiplication Facts that create a foundation for all others

• How to use ten frames and visual arrays to make multiplication facts "subitizable"

• Three classroom-ready strategies you can implement tomorrow

• How to help students see that facts, like 7×6, aren't random facts to memorize, but are connected to facts they already know (like 5×6 or 7×5)

This episode walks you through the visual progression from scattered groups to organized arrays, showing you exactly how to use color-coding and strategic groupings to make even challenging facts like 8×7 accessible through relationships. You'll also see how all eight foundational number sense concepts work together to build true multiplicative thinking.

Stop asking your students to memorize 100 isolated facts. Start helping them see the patterns, understand the relationships, and actually enjoy learning multiplication. Your students (and their fluency) will thank you!

Includes link to Christina's color-coded multiplication chart to support visual learning in your classroom.

Get any resources/links mentioned in this episode at BuildMathMinds.com/213

Discover how subitizing—the ability to instantly recognize quantities without counting—can transform your fraction instruction! While you may already use subitizing with your younger students, this episode reveals why it's equally powerful for upper elementary learners working with fractions.

You'll learn what subitizing with fractions actually looks like and why keeping quantities small makes all the difference. We'll explore how subitizing helps students focus on relationships between quantities rather than getting bogged down in counting individual pieces, allowing them to use grouping strategies and truly understanding what's happening when operating with fractions, not just following rules.

This episode will give you practical strategies to build stronger fraction sense in your classroom. Plus, grab the free Fraction Subitizing Cards to get started right away!

Get the Fraction Subitizing Cards here: https://buildmathminds.com/fraction-subitizing-10day

Enroll in The Flexibility Formula 3rd-5th: https://buildmathminds.com/enroll/

WATCH: 4 Early Numeracy Concepts

WATCH: How to Build Fraction Sense

Get any resources/links mentioned in this episode at BuildMathMinds.com/212

You know that building number sense is crucial—but finding time for one more thing feels impossible. In this episode, discover how investing time in foundational number sense concepts actually saves you time in the long run. Learn two practical strategies for fitting this essential work into your already-packed day without adding anything extra: the 1% Better Approach and the Replace, Don't Add Strategy. You'll walk away with clear examples of which activities to stop doing and what to start doing instead, so your students develop flexible thinking about numbers and you spend less time reteaching.

If you're ready to make math instruction more intentional without overwhelming yourself, this episode is for you. Students with strong number sense learn faster, make connections more easily, and actually enjoy math. That means less frustration for you, less reteaching, and more time for what really matters. Your small tweaks today compound into big results all year long.

Get any resources/links mentioned in this episode at BuildMathMinds.com/211

Are you doing all the "right" math activities—Number Talks, Number Strings, Quick Images—but still not seeing the progress you expected? In this episode, you'll discover why having great activities isn't enough, and what actually builds real number sense with your students.

You'll learn the critical difference between facilitating activities to collect answers versus facilitating them to develop deep mathematical understanding. Through concrete examples, you'll see how the same activity can produce completely different results depending on how you guide the discussion, what questions you ask, and which student thinking you choose to highlight.

This episode reveals four common facilitation mistakes teachers make and gives you the tools to avoid them. Most importantly, you'll understand why this missing piece—knowing what to listen for and how to make number sense concepts visible—is the key to finally seeing your students think more flexibly and develop lasting mathematical reasoning.

Get any links mentioned in this episode at BuildMathMinds.com/210