Navigating the Maze of Educational Resources for Effective Policy

This chapter delves into the difficulties policymakers encounter in assessing educational resources for math instruction, emphasizing the importance of incorporating diverse viewpoints to counter pseudoscientific claims. The discussion also focuses on the critical need for careful vendor selection in professional development training to avoid ineffective practices.

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Episode notes

In this episode, Anna Stokke speaks with Dr. Ben Solomon, professor and researcher at the University at Albany with expertise in math assessment and intervention. Ben returns to the podcast to discuss “balanced math” and the recently released New York math briefs, which are part of the state’s numeracy initiative, and are set to shape professional development across New York.

He explains why he and his colleagues launched a petition calling for the retraction of the briefs, pointing to omissions, misleading claims, and misuse of the term “evidence based.” They also unpack common math myths, such as the claim that timed tests cause math anxiety, and highlight the importance of explicit instruction while drawing parallels to balanced literacy and the reading wars.

This timely conversation is essential for educators, policymakers, and anyone committed to improving math education.

This episode is also available in video at www.youtube.com/@chalktalk-stokke

Petition to Retract the New York Math Briefs: https://shorturl.at/bN7PF

Masterclass: Evidence-informed Mathematics Teaching, La Trobe University https://shortcourses.latrobe.edu.au/masterclass-evidence-informed-mathematics-teaching

TIMESTAMPS

[00:00:23] Introduction

[00:04:22] Understanding the New York Math Briefs

[00:09:46] The science of learning and its frameworks

[00:16:18] Myth 1: Time Testing causes Math Anxiety

[00:22:00] Myth 2: Explicit Instruction is Only for Students with Disabilities

[00:27:10] What is Explicit Instruction?

[00:29:45] The Importance of Explicit Instruction