Chalk & Talk

How advocacy is changing reading instruction with Jamie Metsala (Ep 43)

Join Anna Stokke in conversation with Dr. Jamie Metsala, one of two content area experts on the Ontario Human Rights Commission’s Right to Read public inquiry. Jamie shares her expertise on the importance of strong early instruction in foundational reading skills, the pitfalls of balanced literacy, and the urgent need for evidence-based practices in education.  They explore the role of parent advocacy and the far-reaching implications of the Right to Read report, not just for Ontario, but for education systems across Canada and beyond. 
Jamie explains why universal screening matters, how structured literacy benefits all readers, and what effective intervention looks like. They also discuss the importance of teacher preparation programs and ongoing professional development to equip educators with the tools they need to teach reading successfully. 
With many provinces and states still relying on ineffective reading instruction, systemic change is critical. Jamie offers valuable advice for advocates, making this conversation essential listening for educators, parents, and anyone advocating for evidence-based education reform. 
researchED Toronto 2025: https://researched.org.uk/event/researched-toronto-2025/
NOTE: The resource page contains links to reports, articles, and websites mentioned in the episode: annastokke.com/ep-43-resources
TIMESTAMPS
[00:00:00] Introduction [00:04:06] The Ontario Human Rights Commission Right to Read inquiry[00:06:40] Reading achievement in Ontario and other provinces[00:13:19] The impact of balanced literacy and its flawed assumptions[00:19:21] What science says about teaching foundational reading skills[00:29:15] Universal screening and early interventions[00:32:30] Problems with Reading Recovery [00:36:32] How Canadian provinces are responding to the Right to Read inquiry[00:41:10] Teacher preparation and the resistance to change[00:50:25] Challenges in implementing evidence-based literacy instruction[00:52:06] Debunking myths: Do all students learn differently?[00:54:20] Structured literacy and the importance of fluency[01:00:43] Consequences of poor reading instruction[01:06:50] Advice for advocates[01:12:47] Final thoughts: The future of reading and math education
RELEVANT PREVIOUS EPISODES
Ep 20 Reading and math: Parallels and pitfalls with Matthew Burnshttps://www.podbean.com/ew/pb-8aj3f-1508af6
Ep 27 Using evidence in education with Pamela Snowhttps://www.podbean.com/ew/pb-jc9mq-161ecac
Ep 29 Math fact crisis: strategies for improving numeracy with Brian Poncyhttps://www.podbean.com/ew/pb-u9y84-165d773
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-43-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-43-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Proliferate, Balti, Momentary EasePodington Bear – Camp, Kitten, Squirrel Commotion
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social
 

Math Academy: Optimizing student learning with Alex Smith and Justin Skycak (Ep 42)

Join Anna Stokke in conversation with Dr. Alex Smith, Director of Curriculum, and Justin Skycak, Director of Analytics, from Math Academy.  Math Academy is an AI-powered online learning platform designed around science of learning principles.  They discuss Bloom's 2 sigma problem and explore how Math Academy aims to address it. They also explain how the platform leverages knowledge graphs to support mastery learning and highlight key instructional strategies such as worked examples, spaced practice, and the testing effect.
They explore how Math Academy manages cognitive load to optimize learning as well as its success with adult learners and advanced students.  They also discuss the concrete-pictorial-abstract approach in math instruction.  To wrap up, Justin and Alex share exciting updates and future plans for Math Academy.  This episode is a must-listen for anyone interested in math education.
NOTE: The resource page contains resources and research articles mentioned in the episode: annastokke.com/ep-42-resources
TIMESTAMPS
00:00 Introduction
04:41 Bloom's 2 sigma problem
10:11 Mastery learning
13:17 Math knowledge graph
21:03 Importance of prerequisite skills
26:42 Worked examples
33:11 Concrete-pictorial-abstract discussion
40:56 Incorporating spaced practice
47:47 Leveraging the testing effect
52:14 Independent learning and incentives
55:51 Math Academy for adult learners
01:01:49 Accelerating advanced students
01:09:57 The future of Math Academy
01:13:26 Final thoughts
RELEVANT PREVIOUS EPISODES
Ep 32. Identifying and educating advanced students with Jonathan Plucker https://www.podbean.com/ew/pb-y6cxs-16ad6f1
Ep 15. Modern relevance in the math curriculum with Brian Conradhttps://www.podbean.com/ew/pb-gek66-148967a
Ep 7. How to excel in math and other tough subjects with Barbara Oakleyhttps://www.podbean.com/ew/pb-bqs8p-14068f2
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-42-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-42-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Balti, Betty Dear, Willow Willow, Partly SagePodington Bear – Camp, Kitten
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social

Supporting students with math difficulties with Sarah Powell (Ep 41)

Join Anna Stokke in conversation with Dr. Sarah Powell, a leading expert in teaching students with math difficulties. They discuss the shortcomings of a recent joint position statement by the National Council of Teachers of Mathematics (NCTM) and the Council for Exceptional Children (CEC) on teaching math to students with disabilities.
Sarah critiques the statement’s failure to include critical evidence-based practices, such as explicit instruction, and its reliance on vague or unsupported recommendations. She highlights research-backed strategies that can truly help students struggling with math, emphasizing the ethical responsibility of educators, policymakers, and advocates to ensure effective math instruction.  Sarah also co-authored a response to the position statement.
Note: The resource page for this episode contains a link to the NCTM/CEC position statement, Sarah’s group’s response, and other articles mentioned in the episode: annastokke.com/ep-41-resources
TIMESTAMPS00:00 Introduction 05:06 Understanding math disabilities 08:19 The NCTM/CEC position statement 17:06 Does growth mindset help math outcomes?17:53 Is UDL evidence based?21:57 Evidence-based practices for teaching math29:07 The omission of explicit instruction30:55 Why explicit instruction is important35:51 The IES practice guide38:50 Consequences of poor instruction41:44 The Influence of NCTM and CEC43:26 Recommendations for effective math instruction49:43 Preventing math difficulties56:02 Final thoughts RELEVANT PREVIOUS EPISODES
Ep 29 Math fact crisis: Strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773
Ep 30 Math Fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e
Ep 25 Understanding math reform ideology with Tom Lovelesshttps://www.podbean.com/ew/pb-7ih4c-15dbf9a
Ep 21 The right to learn math with Daniel Ansarihttps://www.podbean.com/ew/pb-4nv9n-1527568
Ep 3 The Science of Math with Amanda VanDerHeydenhttps://www.podbean.com/ew/pb-bksbz-13c732d
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-41-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-41-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Thannoid, Tarte Tatin, Cornicob, Momentary EasePodington Bear – Proliferate
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social

From math to science: How weak math skills hurt students with Therese Markow (Ep 40)

In this episode, Anna Stokke welcomes Dr. Therese Markow, Professor Emeritus at the University of California, San Diego, and host of the Critically Speaking podcast. They discuss the critical intersection of math and science education.
Therese shares her firsthand experiences as a geneticist and post-secondary educator, highlighting the alarming decline in basic numeracy among students and its impact on their success in fields like biology and genetics. The conversation covers fascinating studies linking math experience to logical reasoning and brain development.  Therese tackles the question of whether math skills have a genetic component.
They also discuss societal and educational implications of weak math skills, including how some popular teaching philosophies might be failing students. Whether you're an educator, a math or science enthusiast scientist, or simply passionate about improving education, this episode offers something for everyone.
NOTE: The resource page contains research articles mentioned in the episode: annastokke.com/ep-40-resources
TIMESTAMPS
00:00 Introduction
03:24 Math skills in science students
11:25 Impact on university curriculum standards
19:36 Links between math and logic skills
28:03 Are math abilities genetic?
28:40 Heritability studies: Twins and math abilities
38:06 Effective math teaching influences math ability
41:27 Gender and math: Debunking myths
42:48 Personal stories about math interest
50:56 Importance of basic math skills in life
52:58 Conclusion and final Thoughts
RELEVANT PREVIOUS EPISODES
Ep 2. Evidence-based teaching strategies with Paul Kirschnerhttps://www.podbean.com/ew/pb-zgw6i-13b33df
Ep 16. Applying cognitive science to education with Daniel Willinghamhttps://www.podbean.com/ew/pb-szugf-149dff1
Ep 22. Mindsets and educational misconceptions with Carl Hendrickhttps://www.podbean.com/ew/pb-78zv9-15493b1
Ep 35. Preparation for university math with Darja Barr and Dan Wolczukhttps://www.podbean.com/ew/pb-b8ssx-171a631
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-40-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-40-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Balti, Cases to RestPodington Bear – No Squirrel Commotion, Kitten
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social
 
 

Project Follow Through: Direct Instruction's overlooked success with Marcy Stein (Ep 39)

Join Anna Stokke in conversation with Dr. Marcy Stein, professor emeritus from the University of Washington, Tacoma, about her firsthand experience with Direct Instruction (DI) and Project Follow Through—the world’s largest educational experiment. Despite showing DI’s effectiveness with at-risk students, the results were largely ignored.
Marcy shares insights into the origins of DI, its instructional design, and emphasizes that it’s effective for all students, not just those struggling academically. She also addresses common misconceptions, walks through a typical DI math lesson, and gives advice on how to bridge skill gaps in the classroom. This episode unpacks the story of Project Follow Through and the ongoing fight for evidence-based education.
NOTE: The resource page contains resources and research articles mentioned in the episode: annastokke.com/ep-39-resources
TIMESTAMPS
[00:00:00] Introduction  [00:03:52] Marcy Stein’s background [00:07:11] Origins of Direct Instruction [00:11:26] Overview of Project Follow Through [00:14:40] Instructional models and results of Project Follow Through [00:23:30] What makes DI effective? [00:25:12] Why were the results of PFT ignored? [00:29:28] Difference between DI and di [00:31:52] Instructional design in DI [00:37:50] Pitfalls of multiple strategies [00:42:55] Understanding instructional delivery in DI [00:45:51] Managing varying abilities in the classroom [00:48:28] Addressing prerequisite skills in older students [00:52:40] Spiral vs. strand curriculum [00:55:12] A typical DI math lesson structure [00:59:34] List of DI math programs [01:01:17] Common misconceptions about DI [01:05:03] Challenges and resistance to DI [01:09:02] Role of leaders and faculty in DI implementation [01:13:51] Final thoughts 
RELEVANT PREVIOUS EPISODES
Ep 34 Transforming education through behaviour science with Kimberly Berens https://www.podbean.com/ew/pb-9tfz7-16f2e02
Ep 31 Exploring evidence for equitable education with Nidhi Sachdeva and Jim Hewitt https://www.podbean.com/ew/pb-fjdnt-1685615
Ep 20 Reading and math: Parallels and pitfalls with Matthew Burnshttps://www.podbean.com/ew/pb-8aj3f-1508af6
Ep 10 Maximizing learning through explicit instruction with Zach Groshellhttps://www.podbean.com/ew/pb-px8h6-1443528
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-39-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-39-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions –Tall Harvey, Little Poder, Momentary Ease, Betty DearPodington Bear – Camp, Kitten
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social
 

Boosting attention and learning with Blake Harvard (Ep 38)

Join math professor, Anna Stokke, in conversation with Blake Harvard, a secondary teacher in Alabama.  They discuss insights from his new book, Do I Have Your Attention?, including how he incorporates cognitive psychology into his teaching.
Their conversation explores topics like cognitive architecture, memory constraints, attention contagion and common learning pitfalls. Blake provides practical strategies for implementing retrieval practice and spaced practice, highlighting their benefits in reducing test anxiety and enhancing long term learning outcomes.
The episode wraps up with a thought-provoking discussion on creativity, where Blake challenges the notion that traditional schooling stifles creativity—arguing instead that a strong knowledge foundation fosters it.
Whether you’re an educator or simply curious about the science of learning, this episode offers valuable insights for teaching and learning in any subject.
NOTE: The resource page contains resources and research articles mentioned in the episode: annastokke.com/ep-38-resources
TIMESTAMPS
00:00 Introduction
02:44 Blake's Teaching Journey
03:13 Discovering cognitive psychology
05:18 Understanding memory constraints
13:55 Attention contagion
21:54 Overcoming overconfidence in learning
25:32 The role of forgetting in learning
27:53 Maximizing learning with effective strategies
28:36 The power of retrieval and spaced practice
29:45 Retrieval practice in math
33:10 Diminishing cues retrieval practice
36:21 The Brain Book Buddy strategy
41:13 The importance of honest self-assessment
42:56 Reducing test anxiety with retrieval practice
45:48 The benefits of spaced practice
47:06 Last lesson, last week, last month strategy
49:38 Debunking myths about creativity in education
52:48 Final thoughts and advice for teachers
RELEVANT PREVIOUS EPISODES
Ep. 26 Cognitive load theory in math class with David Morkunashttps://www.podbean.com/eas/pb-znh5k-15f7937
Ep. 13 Powerful teaching with Patrice Bainhttps://www.podbean.com/ew/pb-d77g4-14602e3
Ep 4 Cognitive load theory with Greg Ashmanhttps://www.podbean.com/eas/pb-thbad-13cea56
Ep. 2 Evidence-based teaching strategies with Paul Kirschnerhttps://www.podbean.com/eas/pb-zgw6i-13b33df
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-38-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-38-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – No Squirrel Connection, Thannoid, Momentary Ease, Betty DearPodington Bear – CampScott Holmes – Happy Logo
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social

Homework that works with Jo Castelino (Ep 37)

Join Anna Stokke as she chats with Dr. Jo Castelino, a secondary school teacher, to discuss her new book on homework.  They discuss the vital role of homework in education, exploring why it's important, how much should be assigned and what types of homework are most effective. Jo shares insights from research and her experiences, addressing common criticisms of homework, strategies for creating a school culture that supports homework, methods for leveraging feedback, and handling issues like cheating. They also discuss the cyclical relationship between homework and self-regulatory behaviours that contribute to higher academic achievement.  Jo gives valuable practical advice on how to design effective homework and how to get both students and parents on board.  This episode will be of interest to educators, parents and school administrators.
NOTE: The resource page contains resources and research articles mentioned in the episode: annastokke.com/ep-37-resources
00:00 Introduction
02:18 Background
03:30 Writing about homework
06:30 Research on homework
12:57 How much homework: Cooper 10-minute rule
15:26 Role of homework in how students learn
22:37 Designing Effective Homework
25:52 Discussing flipped classrooms
28:55 How often to give homework
36:10 Scaffolding homework for struggling students
36:56 Providing feedback
40:06 Homework challenge levels
43:23 Homework and disadvantaged students
47:17 Creating a school culture for homework
48:06 Rewards and consequences
54:39 Getting parents on board
57:55 Addressing cheating
01:03:25 Convincing administrators about homework
01:05:05 Conclusion
RELEVANT PREVIOUS EPISODES
Ep. 31 Exploring evidence for equitable education with Nidhi Sachdeva and Jim Hewitt https://www.podbean.com/ew/pb-fjdnt-1685615
Ep. 14 Stress and learning with Dan Rosenhttps://www.podbean.com/ew/pb-94vv4-147a254
Ep. 13 Powerful teaching with Patrice Bainhttps://www.podbean.com/ew/pb-d77g4-14602e3
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-37-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-37-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Little Poder, Momentary Ease, Betty DearPodington Bear – Camp
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social

How to Build Automaticity with Math Facts: A Practical Guide (Ep 36)

This solo episode, hosted by Anna Stokke, provides educators, parents, and students with practical, research-backed methods to develop math fact automaticity. These techniques have been shown to work with a wide range of students across age, skills and settings.  Key techniques discussed include flashcards, cover-copy-compare, taped problems, incremental rehearsal and explicit timing, with detailed instructions for how best to implement each technique.  
Call to action: If you know someone who might benefit from this episode, please share it with them!
NOTE: The resource page contains resources to help listeners implement the techniques discussed as well as supporting research: http://annastokke.com/ep-36-resources
TIMESTAMPS
00:00 Introduction
01:19 The Importance of math fact automaticity
03:00 Understanding automaticity
06:17 Acquisition stage
06:50 Fluency stage
08:35 What basic facts?
09:06 When should students have math facts mastered?
09:49 Pairing the stimulus with the response
11:13 Using flashcards effectively
13:25 Incremental Rehearsal
15:13 Cover, Copy, Compare Method
17:49 Taped Problems: Beat the Computer
18:57 Should you use games?
20:52 Explicit timing for fluency building
21:14 Why timed practice is essential
22:31 When to introduce timed practice
24:28 Consistency and Daily Practice
25:01 Conclusion and Call to Action
RELEVANT PREVIOUS EPISODES
Ep 30. Math fluency matters with Brian Poncyhttps://www.podbean.com/eas/pb-pj6z6-166741e
Ep 29. Math fact crisis with Brian Poncyhttps://www.podbean.com/eas/pb-u9y84-165d773
Ep 20. Reading and math: parallels and pitfalls with Matthew Burnshttps://www.podbean.com/eas/pb-8aj3f-1508af6Ep 17. Do timed tests cause math anxiety? with Robin Coddinghttps://www.podbean.com/eas/pb-9qahp-14aed8a
Ep 3. The Science of Math with Amanda VanDerHeydenhttps://www.podbean.com/eas/pb-bksbz-13c732d
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-36-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-36-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Momentary Ease, Betty DearPodington Bear – Camp Scott Holmes – Happy Logo 3
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Preparation for university math with Darja Barr and Dan Wolczuk (Ep 35)

Join Anna Stokke in conversation with two university math instructors, Dr. Darja Barr from the University of Manitoba and Dan Wolczuk from the University of Waterloo.
What does it take to succeed in university math? Which topics are most critical for success in university calculus? They cover these questions and more in this episode, which is a must-listen for educators, parents and aspiring university students. 
They talk about the importance of algebraic fluency and other key concepts essential for success in calculus. They examine the gap between high school preparation and university expectations, touching on grade inflation, the role of diagnostic tests and the value of high school exams with a discussion on the testing effect along the way. They highlight the importance of effective study habits, perseverance, and the ability to self-assess and seek help when needed.
NOTE: The resource page contains useful information regarding the transition from high school to university math: http://annastokke.com/ep-35-resources
TIMESTAMPS
[00:00:00] Introduction 
[00:03:14] Description of university calculus class
[00:04:55] Why preparation for calculus is important
[00:07:47] Degrees requiring calculus
[00:08:36] High school topics needed for success in calculus
[00:11:11] Importance of algebraic fluency
[00:14:29] Trigonometry and committing facts to memory
[00:22:30] Diagnostic tests
[00:26:14] Relationship between pre-calculus and university calculus grades
[00:32:36] Physical invigilation vs remote diagnostic tests    
[00:34:32] Challenges of high school to university transition
[00:38:07] Grade inflation and the role of standardized testing
[00:43:28] Importance of high school exams
[00:45:29] The testing effect
[00:50:33] Initiatives to support university students
[00:57:06] Characteristics of a successful university math student
[00:59:43] Advice for first-year university students
[01:02:31] Closing remarks
RELEVANT PREVIOUS EPISODES
Ep 15. Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a
Ep 11. California’s math controversy with Jelani Nelsonhttps://www.podbean.com/ew/pb-d3bai-144ec76
Ep 7.  How to excel in math and other tough subjects with Barbara Oakley https://www.podbean.com/ew/pb-bqs8p-14068f2
Ep 16. Applying cognitive science to education with Daniel Willingham https://www.podbean.com/ew/pb-szugf-149dff1
Ep 2. Evidence-based teaching strategies with Paul Kirschnerhttps://www.podbean.com/ew/pb-zgw6i-13b33df
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-35-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-35-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Little Poder, ThannoidPodington Bear – Camp, Kitten
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

Transforming education through behaviour science with Kimberly Berens (Ep 34)

Join Anna Stokke in conversation with Dr. Kimberly Berens in Episode 34 of Chalk & Talk. Kimberly is a behaviour scientist, an author, and the founder of FIT Learning.  They discuss the fundamentals of behaviour science, the importance of measurable outcomes, the role of reinforcement, and the application of behaviour science to effective instruction, particularly in math.  They also cover concepts like fluency, retention, and endurance in learning.  They discuss the effectiveness of Direct Instruction, precision teaching and curriculum-based measurement in bringing about significant improvements in student performance.
Kimberly is a passionate advocate for systematic educational change based on scientific approaches.  This episode will be of interest to educators, parents, policy makers, and anyone with an interest in improving educational outcomes.
NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-34-resources
TIMESTAMPS:
[00:00:00] Introduction  [00:02:25] Understanding behaviour science [00:05:23] Behaviour science vs. cognitive science [00:08:28] Defining fluency [00:12:40] Applying behaviour science to math instruction [00:18:01] Do different students learn differently? [00:22:43] How to measure learning [00:28:47] Math anxiety, math trauma and the problem with labels [00:34:56] Combining DI, precision teaching and curriculum-based measurement[00:38:40] The problem with hand raising [00:42:00] Flexible ability grouping [00:47:20] Breaking ineffective traditions [00:51:49] Measuring conceptual understanding[00:57:41] Project Follow Through [01:00:20] The Great Falls Precision Teaching Project [01:03:28] Fit Learning's practices and outcomes [01:06:37] Final thoughts and call to action 
RELEVANT PREVIOUS EPISODES
Ep 32.  Identifying and educating advanced students with Jonathan Pluckerhttps://www.podbean.com/ew/pb-y6cxs-16ad6f1
Ep 30.  Math fluency matters with Brian Poncyhttps://www.podbean.com/ew/pb-pj6z6-166741e
Ep 17. Do timed tests cause math anxiety? with Robin Coddinghttps://www.podbean.com/ew/pb-9qahp-14aed8a
EPISODE TRANSCRIPT
https://www.annastokke.com/ep-34-transcript
EPISODE RESOURCES
https://www.annastokke.com/ep-34-resources
MUSIC
Intro and Outro: Coma Media – Catch itBlue Dot Sessions – Little Poder, Tall HarveyPodington Bear – Camp, Kitten
Website: www.annastokke.com
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c