Chalk & Talk

Kristopher Boulton, founder of Unstoppable Learning and former mathematics teacher and school leader, explores the science of clearer math teaching. They discuss logically precise communication, examples and non-examples, four types of mathematical knowledge, carefully sequenced lessons, and atomizing complex routines from arithmetic to equations. A fascinating look at designing instruction so misconceptions become less likely and success more attainable.

Montserrat Gomendio, Spanish biologist and former OECD education leader, examines the latest PISA results and continuing declines in student achievement. She explores whether phones, AI, COVID, and school closures are to blame, why top systems outperform others, and what Finland’s experience reveals. The conversation also tackles teacher training, knowledge-rich curricula, mathematics, evaluation, and the limits of PISA narratives.

Two California teachers confront years of poor math outcomes and question the methods they were trained to use. After examining Illustrative Mathematics and problem-based learning, they rebuild lessons around explicit instruction, guided practice, fluency, and frequent feedback. Their classrooms see remarkable gains, while administrators debate whether the results reflect genuine instructional change or mere luck.

Brian Poncy, professor of school psychology and co-developer of the Facts on Fire program, shares updates from a large Texas rollout. He discusses program changes driven by teachers, switching to problems-per-minute, daily short practice routines, and promising MAP gains. They revisit five evidence-based reasons why fluency matters and offer practical ideas for building automaticity with math facts.

Paul Kirschner, professor emeritus in educational psychology, and Nidhi Sachdeva, PhD education researcher, discuss what makes an expert teacher. They talk about deep subject knowledge, schemata and mental models, deliberative practice, reflection in action, the science versus craft of teaching, and how to measure and build teaching expertise.

A clear take-down of five widespread math misconceptions that often hurt learners. Short, practical arguments challenge teaching multiple methods, overreliance on tech, and the idea that conceptual understanding must come first. It questions problem-first instruction and the belief that practice bores students. Ends with evidence-based alternatives for stronger math learning.

Rachel Cantor, author and education policy leader who helped document Mississippi’s reform, discusses how the state turned around its schools. She covers growth-based accountability and A–F grading, the Literacy-Based Promotion Act and screening/intervention, honesty with parents and third-grade retention, and the trio of policy, people, and persistence behind sustained change.

Doug Lemov, author and educator behind Teach Like a Champion, shares his work on practical teaching techniques and coaching. He talks about high expectations as equity, why curated stress can aid learning, building strong classroom routines and culture, active observation in math, and using cold calling to boost participation and accountability.

Jonathan Regino, Pre-K–12 Supervisor of Math who advises on classroom practice and curriculum, joins to tackle hot topics in math education. They discuss narrowing standards for mastery. They debate standard algorithms versus multiple strategies. They cover teacher content knowledge, prioritizing fractions after facts, and sensible use of calculators in IEPs.

Jonathan Regino, Pre-K–12 supervisor of math with classroom and curriculum leadership experience, answers listener questions. They compare Saxon and Singapore approaches. They discuss preparing students for algebra, introducing evidence-based instruction, teaching mixed-ability classes, supporting advanced learners, and flexible ability grouping.