Psychology professor, Robin Codding, discusses the relationship between timed tests and math anxiety, including the importance of timed practice and strategies to mitigate anxiety. They also explore the difference between philosophy-based and evidence-based instruction, and the role of culture and technology in education.

In this discussion, Robin Codding, a Professor of School Psychology specialized in math interventions, dives into the intricacies of Multi-Tiered Systems of Supports (MTSS). She emphasizes the importance of tailored interventions for diverse student needs and sheds light on the challenges of effective assessment use in schools. Robin also compares the effectiveness of games versus timed practice in math education, elaborating on how these approaches influence student engagement and fluency. Her insights into future research directions provide a compelling look at enhancing educational interventions.