Chalk & Talk
Everyone wants to see children and young adults succeed in math, but it can be difficult to sort myths from facts in education. Join math professor, Anna Stokke, for conversations with leading educators and researchers about the importance of math, effective teaching methods, and debunking common myths about math and teaching. Chalk & Talk is a podcast for anyone interested in education, including educators, parents, and students.
Listen on:
Episodes
19 minutes ago
19 minutes ago
In this special two-part Chalk & Talk mailbag series, Anna Stokke is joined by Jonathan Regino, Pre-K–12 Supervisor of Math at Interboro School District, to answer questions submitted by listeners.
In Part 2, Anna and Jonathan tackle topics such as calculators in IEPs, math fact fluency, teacher content knowledge, the importance of mastering fractions, the role of NCTM in math education, and what evidence-informed math instruction looks like in classrooms. Drawing on their extensive experience in mathematics education, they provide practical, research-informed insights for teachers, school leaders, and parents.
This episode is available in video at www.youtube.com/@chalktalk-stokke
Olivier Chabot’s Notebook LM: https://notebooklm.google.com/notebook/c97a098a-7c1f-4e80-aa02-0ff73164b8e8?addSource=true&pli=1
TIMESTAMPS
[00:00:22] Introduction[00:02:42] Is too much content contributing to lack of math mastery?[00:07:11] Prioritizing critical math content[00:09:13] Common Core and issues with focussing on multiple strategies
[00:14:47] Questions about standard algorithms[00:18:19] The role of NCTM
[00:26:11] Helping teachers improve math content knowledge[00:33:23] What to focus on after math facts[00:41:38] Myths about math facts and neuroscience[00:44:17] Do calculators help with students who have IEPs?[00:50:36] Final thoughts
RESOURCES
https://www.annastokke.com/resources/ep-74-resources
EPISODE TRANSCRIPT
https://www.annastokke.com/transcripts/ep-74-transcript
RELEVANT PREVIOUS EPISODES
Science of Math: The movement everyone's talking about with Sarah Powell (65)
https://www.podbean.com/ew/pb-gar68-1a4c913
The power of explicit instruction with Anita Archer
https://www.podbean.com/ew/pb-93dcw-19a3530
Ep 54. Balanced literacy didn’t work—will balanced math? with Ben Solomon
https://www.podbean.com/ew/pb-usvqw-1962107
How to Build Automaticity with Math Facts: A Practical Guide (solo episode)
https://www.podbean.com/ew/pb-3ny3k-17323a9
Understanding math reform ideology with Tom Loveless
https://www.podbean.com/ew/pb-7ih4c-15dbf9a
MUSICIntro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.comFB: Chalk & TalkIG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcastX: @rastokkeLinkedIn: www.linkedin.com/in/anna-stokke-3a1b4cBluesky: @rastokke.bsky.social
Friday Jun 12, 2026
Friday Jun 12, 2026
In this special two-part Chalk & Talk mailbag episode, Anna Stokke is joined by Jonathan Regino, Pre-K–12 Supervisor of Math at Interboro School District, to answer questions submitted by listeners.
Together, they answer questions from teachers and parents about math resources, explicit instruction, teaching mixed ability classes, supporting advanced learners, and more. Drawing on their experience in mathematics education, Anna and Jonathan share practical, evidence-informed insights for teachers and school leaders looking to improve student outcomes.
This is Part 1 of a two-part listener Q&A special.
This episode is available in video at www.youtube.com/@chalktalk-stokke
Virtual assistant to help you get answers from past Chalk & Talk episodes: https://notebooklm.google.com/notebook/c97a098a-7c1f-4e80-aa02-0ff73164b8e8
TIMESTAMPS
[00:00:22] Introduction[00:03:35] Saxon Math and Singapore Math[00:09:59] Recommended books for math teachers [00:13:28] Difference between Direct Instruction and direct instruction [00:16:10] Resources for preparing students for algebra[00:18:10] Tips for introducing evidenced-based instruction to colleagues[00:26:27] Teaching mixed ability classes[00:28:39] Teaching advanced students[00:31:14] Resources for advanced students[00:33:42] Ability grouping and mixed ability classrooms [00:36:05] Flexible ability grouping[00:39:32] Final thoughts
RESOURCES https://www.annastokke.com/resources/ep-73-resources
EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-73-transcript
RELEVANT PREVIOUS EPISODES What to do when “Research Shows” shuts you down: A guide for parents and teachershttps://www.podbean.com/ew/pb-9t822-1ab0f70
Teaching math so students learn with Craig Bartonhttps://www.podbean.com/ew/pb-vr69j-1a277a2
Math Academy: Optimizing student learning with Alex Smith and Justin Skycakhttps://www.podbean.com/ew/pb-jawpr-181e0c3
Project Follow Through: Direct Instruction's overlooked success with Marcy Steinhttps://www.podbean.com/ew/pb-a9fqx-17a2ffb
Identifying and educating advanced students with Jonathan Pluckerhttps://www.podbean.com/ew/pb-y6cxs-16ad6f1
Math Teaching Tips with Barry Garelick and JR Wilsonhttps://www.podbean.com/ew/pb-97efn-13f9a35
MUSICIntro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.comFB: Chalk & TalkIG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcastX: @rastokkeLinkedIn: www.linkedin.com/in/anna-stokke-3a1b4cBluesky: @rastokke.bsky.social
Friday May 29, 2026
Friday May 29, 2026
In this episode, Anna Stokke is joined by Robert Peal, joint head teacher of West London Free School, one of England’s highest-performing non-selective schools. Robert is also the author of Progressively Worse and co-author, with Nick Gibb, of Reforming Lessons: Why English Schools Have Improved Since 2010 and How This Was Achieved. Anna visited West London Free School recently and invited Robert to join the podcast to share what makes the school so successful.
They discuss the school’s approach to behaviour, school culture, high expectations, and a knowledge-rich curriculum. They also talk about England’s school reforms and why ineffective educational fads have continued to resurface throughout history, despite weak evidence. Teachers, school leaders, and policymakers will find practical insights on how structure, high expectations, a knowledge-based curriculum, and effective teaching are the keys to improving student outcomes.
This episode is available in video at www.youtube.com/@chalktalk-stokke
TIMESTAMPS[00:00:22] Introduction[00:03:37] Inside West London Free School[00:07:21] Why Free Schools were established in England[00:12:33] Establishing behaviour expectations[00:17:04] House points and celebrating achievements[00:18:07] School sanctions[00:21:06] Silent corridors, and their role in the West London Free School[00:25:33] Parents’ response[00:29:10] Breakdown of the ‘House System’[00:36:59] A knowledge-rich curriculum in practice [00:41:28] Training teachers on best teaching practices [00:46:35] Grouping students based on readiness[00:50:23] Formative assessments and summative assessments [00:54:53] Is socioeconomic background a good excuse for poor outcomes?[01:00:07] Final advice
RELEVANT PREVIOUS EPISODES
From decline to top rankings: How England transformed education with Nick Gibbhttps://www.podbean.com/ew/pb-zps9p-18c1e97
The Finland myth, East Asia’s rise, and what makes education systems work with Montserrat Gomendiohttps://www.podbean.com/ew/pb-7k52u-1a8a731
Rocking the times tables with Bruno Reddyhttps://www.podbean.com/ew/pb-2pbdy-18f76df
Education myth busting with Daisy Christodoulouhttps://www.podbean.com/ew/pb-z2q9q-14ce080
EPISODE TRANSCRIPThttps://www.annastokke.com/transcripts/ep-72-transcript
MUSICIntro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.comFB: Chalk & TalkIG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcastX: @rastokkeLinkedIn: www.linkedin.com/in/anna-stokke-3a1b4cBluesky: @rastokke.bsky.social
Friday May 15, 2026
Friday May 15, 2026
In this episode, Anna Stokke continues the conversation from the previous episode on what happens when requests for evidence are dismissed with the phrase “research shows.” She is joined by Thomas Briggs and David Shuck from the Center for Educational Progress to explore why ineffective or unsupported practices persist in education.
Thomas and David introduce an important distinction between misunderstanding and conviction: sometimes educators genuinely believe they are following best practices, while other times evidence is ignored or dismissed due to ideology. They discuss examples including flawed advanced math placement decisions, an update on the New York math briefs controversy, concerns around programs like YouCubed, and the impact of San Francisco’s math de-tracking experiment.
The conversation examines how “research shows” can be used both in good faith and as a way to shut down debate, while offering listeners practical ways to think critically about evidence and education policy.
This episode is available in video at www.youtube.com/@chalktalk-stokke
Anna Stokke was recently a guest writer for the Center for Educational Progress. That article is available at https://www.educationprogress.org/p/what-to-do-when-research-shows-shuts
TIMESTAMPS
[00:00:22] Introduction[00:03:16] What is the Center for Educational Progress?[00:05:10] Two reasons ineffective educational practices persist [00:07:57] Examples of misunderstandings[00:09:11] Students being denied access to advanced math[00:16:14] Is conviction one of the biggest barriers to evidence-based education?[00:18:56] The controversy around the New York Math Briefs[00:21:43] NYSED response to Ben Solomon’s petition[00:25:27] Why did the NYSED’s response shift to political motivation?[00:27:41] The response from the New York Math Briefs expert[00:33:24] YouCubed’s education claims and flawed methodology [00:38:21] YouCubed’s updates and more underlying issues[00:44:23] San Francisco’s failed de-tracking experiment [00:51:57] Why tracking and ability grouping helps students[00:58:52] Final piece of advice for parents and teachers
RELEVANT PREVIOUS EPISODES
What to do when “Research Shows” shuts you down: A guide for parents and teachershttps://www.podbean.com/ew/pb-9t822-1ab0f70
Balanced literacy didn’t work––Will balanced math? with Ben Solomonhttps://www.podbean.com/ew/pb-usvqw-1962107
Science of Math: The movement everyone’s talking about with Sarah Powellhttps://www.podbean.com/ew/pb-gar68-1a4c913
Identifying and educating advanced students with Jonathan Pluckerhttps://www.podbean.com/ew/pb-y6cxs-16ad6f1
Modern relevance in the math curriculum with Brian Conradhttps://www.podbean.com/ew/pb-gek66-148967a
California's math controversy with Jelani Nelson Part Ihttps://www.podbean.com/ew/pb-d3bai-144ec76
EPISODE TRANSCRIPThttps://www.annastokke.com/transcripts/ep-71-transcript
MUSICIntro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.comFB: Chalk & TalkIG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcastX: @rastokkeLinkedIn: www.linkedin.com/in/anna-stokke-3a1b4cBluesky: @rastokke.bsky.social
Friday May 01, 2026
Friday May 01, 2026
In this episode, Anna Stokke explores what to do when a math program or education initiative doesn’t seem to work, but you’re told "research shows" that it does.
Drawing on her personal experience as both a parent and educator navigating “research shows” claims, Anna explains how parents, teachers, and advocates can ask for evidence, evaluate what counts as credible research, and respond when weak claims are presented with confidence. This episode is based on a presentation she gave at researchED Toronto in 2025.
Anna unpacks common tactics used to shut these conversations down, including shifting the burden of proof, overwhelming people with endless references, credential deflection, and denying that poor practice exists at all. She also offers practical advice for parents and educators on how to counter these tactics and spot and stop the spread of bad ideas in education.
This is an essential conversation for anyone trying to push for better practice in schools and navigate resistance along the way.
This episode is available in video at www.youtube.com/@chalktalk-stokke
A Substack version of this episode, written by Anna Stokke, as a guest writer for the Center for Educational Progress is available at https://www.educationprogress.org/p/what-to-do-when-research-shows-shuts
TIMESTAMPS[00:00:22] Introduction[00:01:35] What to do when something doesn’t feel right[00:02:48] Why Anna got involved in math education advocacy[00:06:38] Understanding the phrase “Research shows” in education[00:07:01] The Wildfire Effect: How bad ideas spread[00:09:25] How to ask for evidence [00:09:57] Burden of proof fallacy[00:11:04] Firehose Effect: Overwhelming you with articles[00:12:16] Overcoming the Firehose Effect[00:13:01] Credential deflection[00:14:59] Gaslighting: When you’re told the problem doesn’t exist[00:16:11] Evaluating the evidence[00:17:50] Fuzzy terms: Critical thinking, conceptual understanding, number sense, curiosity, differentiation[00:19:26] Become informed[00:18:36] Resources that can help[00:20:16] Final thoughts
RELEVANT PREVIOUS EPISODES Red flags in education research with Ben Solomonhttps://www.podbean.com/ew/pb-cp5xt-156072c
Mailbag: Building Thinking Classrooms, number talks & more with Zach Groshellhttps://www.podbean.com/ew/pb-stw9g-186807f
Modern relevance in the math curriculum with Brian Conradhttps://www.podbean.com/ew/pb-gek66-148967a
RELEVANT RESOURCESThe Institute of Education Sciences Practice Guidehttps://ies.ed.gov/ncee/wwc/practiceguides
The National Mathematics Advisory Panel Final Reporthttps://files.eric.ed.gov/fulltext/ED500486.pdf
Education Endowment Foundationhttps://educationendowmentfoundation.org.uk/
The National Center on Intensive Interventionhttps://intensiveintervention.org/
EPISODE TRANSCRIPT
https://www.annastokke.com/transcripts/ep-70-transcript
MUSICIntro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.comFB: Chalk & TalkIG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcastX: @rastokkeLinkedIn: www.linkedin.com/in/anna-stokke-3a1b4cBluesky: @rastokke.bsky.social
Friday Apr 17, 2026
Friday Apr 17, 2026
In this episode, Anna is joined by Professor Joanna Barbousas, Pro Vice-Chancellor of Education, Impact and Innovation, and Dean of the School of Education at La Trobe University in Australia.
Early in her career, Joanna noticed that many capable students struggled to access the curriculum due to gaps in foundational reading and language skills—an insight that has shaped her work ever since.
Now, she is focused on transforming teacher education to better prepare educators using evidence-based practices. Joanna shares how she led major changes at La Trobe University–redesigning programs to align with the science of learning and launching initiatives like the Science of Language and Reading Lab and the Science of Math Education Lab.
Anna and Joanna also explore why change is so difficult in universities and what it takes to lead meaningful reform.
This is a compelling conversation for anyone interested in improving education and translating research into practice.
This episode is also available in video at www.youtube.com/@chalktalk-stokke
SHORT COURSE La Trobe Short Course: Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching
ResearchED CalgaryResearchED Calgary registration: https://www.eventbrite.ca/e/researched-calgary-tickets-1984343272144
TIMESTAMPS
[00:00:22] Introduction[00:05:19] How Joanna’s early teaching shaped her leadership initiatives[00:06:51] How Joanna went from classroom teacher to Dean[00:10:31] The education landscape in Australia[00:15:38] Unpacking the Rowe report[00:19:23] The importance of teacher education reviews in Australian [00:24:51] The outcomes of the TEEP review
[00:30:08] Becoming the Dean of Education at La Trobe University[00:35:25] Reaction from faculty members[00:43:34] SOLAR Lab – How was it established?[00:49:17] Explaining the successful Nexus program[00:53:38] What Joanna learned about retaining teachers in hard-to-staff schools[00:55:17] Ideas for a national model [00:57:42] Why change matters: A message to leaders[01:00:26] Conclusion
RELEVANT PREVIOUS EPISODES Rebuilding teacher training through cognitive science with Jonas Linderothhttps://www.podbean.com/ew/pb-zwqb7-19e0dae
Reclaiming learning time to boost literacy and numeracy with Ross Foxhttps://www.podbean.com/ew/pb-bpy4n-188c9c5
Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac
EPISODE TRANSCRIPT
https://www.annastokke.com/transcripts/ep-69-transcript
EPISODE RESOURCES
https://www.annastokke.com/resources/ep-69-resources
MUSIC
Intro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.com
FB: Chalk & Talk
IG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcast
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social
Friday Apr 03, 2026
Friday Apr 03, 2026
In this episode, Anna is joined by Dr. Montserrat (Montse) Gomendio, a former Secretary of State for Education in Spain. Montse is also a former Deputy Director of Education for the OECD, the international organization that administers the PISA test. Drawing on global data, including from PISA, Montse explains why some education systems consistently perform well while others struggle to improve.
Montse discusses the three key drivers of effective education systems: teacher quality, a knowledge-rich curriculum, and strong assessments aligned with that curriculum. Anna and Montse discuss what large-scale international assessments like PISA can (and can’t) tell us. The conversation also explores why education reform is so difficult to implement, what high-performing systems right like those in East Asia and Estonia get right, and whether Finland’s reputation as a model system is supported by evidence.
This is a fascinating conversation that will appeal to educators, policymakers, and anyone interested in what actually drives improvement in education systems.
This episode is also available in video at www.youtube.com/@chalktalk-stokke
MONTSERRAT GOMENDIO’S BOOK (OPEN ACCESS)Dire Straits-Education Reforms: Ideology, Vested Interests and Evidence: https://www.openbookpublishers.com/books/10.11647/obp.0332
SHORT COURSE La Trobe Short Course: Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching
ResearchED CalgaryResearchED Calgary registration: https://www.eventbrite.ca/e/researched-calgary-tickets-1984343272144
TIMESTAMPS
[00:00:22] Introduction[00:04:55] The role of Deputy Director of Education at the OCED [00:06:21] What is the purpose of PISA?[00:07:29] How is PISA different from TIMSS or PIRLS?[00:12:54] What is an appropriate definition of equity?[00:15:06] Measures that improve educational equity[00:19:57] The perplexing narrative about Finland as a top performer[00:28:42] Why do East Asian countries perform so well?[00:33:00] The importance of content knowledge[00:36:06] Misleading recommendations from the OECD[00:37:16] After-school tutoring in East Asian countries[00:41:36] Why implementation in different countries can be difficult: Latin America[00:46:18] Reducing class size: popular and expensive, but ineffective[00:48:08] What makes an effective teacher? [00:52:01] A look at Estonia’s education system[00:54:14] Why is it so hard to implement reforms even when they are evidence-based?[01:02:23] Preventing the reversal of good education policies[01:06:31] What are the main components that make an effective education system?
RELEVANT PREVIOUS EPISODES
When a mathematician became education minister: Nuno Crato on transforming educationhttps://www.podbean.com/ew/pb-pxzyk-19b773f
Balanced literacy didn’t work—will balanced math?https://www.podbean.com/ew/pb-usvqw-1962107
From decline to top rankings: How England transformed education with Nick Gibbhttps://www.podbean.com/ew/pb-zps9p-18c1e97
Understanding math reform ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a
EPISODE TRANSCRIPT
https://www.annastokke.com/transcripts/ep-68-transcript
MUSIC
Intro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.com
FB: Chalk & Talk
IG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcast
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social
Friday Mar 20, 2026
Friday Mar 20, 2026
In this episode, Anna is joined by Dr. John Sweller, emeritus professor at the University of New South Wales and the researcher best known for developing Cognitive Load Theory. Together, they explore how cognitive load theory should guide classroom practice, particularly in mathematics.
John explains the limits of working memory, how experts and novices approach problem solving differently, and how strategies like worked examples can help manage cognitive load. They also discuss whether productive failure is supported by research and the strong experimental evidence supporting explicit instruction, particularly when students are learning new content.
This episode will be extremely valuable for educators, especially math teachers, who want to better understand how students become expert problem solvers and what that means for effective instruction.
This episode is also available in video at www.youtube.com/@chalktalk-stokke
SHORT COURSE
La Trobe Short Course: Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching
TIMESTAMPS[00:00:22] Introduction[00:03:53] Biologically primary and biologically secondary knowledge[00:09:34] Element Interactivity[00:15:37] Two characteristics of working memory[00:16:52] Understanding long-term memory[00:21:06] Does working memory capacity vary for different people?[00:21:44] Can working memory capacity be altered?[00:22:45] How can you measure working memory?[00:23:49] Explaining cognitive load theory[00:27:55] Can you measure cognitive load?[00:31:51] Sweller’s definition of problem solving[00:37:28] Understanding schemas[00:44:26] The way novices and experts categorize problems differently[00:46:11] The expertise reversal effect[00:50:13] How to identify students are ready for problem solving[00:52:12] Thoughts on productive failure[00:55:40] Why is there still debate about prioritizing inquiry-based approaches in math instruction?
RELEVANT PREVIOUS EPISODES
Evidence-based teaching strategies with Paul Kirschnerhttps://www.podbean.com/ew/pb-zgw6i-13b33df
Cognitive load theory with Greg Ashmanhttps://www.podbean.com/ew/pb-thbad-13cea56 Cognitive load theory in math class with David Morkunashttps://www.podbean.com/ew/pb-znh5k-15f7937
Unmasking instructional illusions with Paul Kirschner, Carl Hendrick and Jim Healhttps://www.podbean.com/ew/pb-kvuee-198b6ee
EPISODE TRANSCRIPThttps://www.annastokke.com/transcripts/ep-67-transcript
MUSICIntro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.comFB: Chalk & TalkIG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcastX: @rastokkeLinkedIn: www.linkedin.com/in/anna-stokke-3a1b4cBluesky: @rastokke.bsky.social
Friday Mar 06, 2026
Friday Mar 06, 2026
In this episode, Anna is joined by two world-renowned experts in human memory and learning, Dr. Elizabeth Bjork and Dr. Robert Bjork, to explore what makes a difficulty desirable in learning.
They explain why some learning strategies that feel effortful often leads to stronger, longer-lasting retention while strategies that feel easy, like rereading or rewatching lectures without self-testing, or cramming, can create an illusion of mastery. The conversation unpacks retrieval practice, spacing, interleaving, variation, and addresses common misconceptions about what makes a difficulty desirable, and why what looks like slow progress in the short term may actually lead to more durable learning in the long-term.
This episode will be of interest to educators at all levels and is especially important for high school and university students and their teachers who want to develop effective study habits grounded in science.
This episode is also available at www.youtube.com/@chalktalk-stokke
SHORT COURSE La Trobe Short Course: Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching
TIMESTAMPS
[00:00:22] Introduction[00:04:48] Guests’ background: moving from math to psychology[00:09:04] Researching effective learning techniques [00:10:35] Who does this research apply to?[00:14:47] The introduction of ‘Desirable difficulties’ [00:18:40] Understanding desirable difficulties [00:20:13] Importance of retrieval practice [00:30:46] The spacing effect[00:33:43] Variation and the benefits for students[00:36:55] Retrieval practice is the anchor in desirable difficulties[00:43:19] Blocking and interleaving[00:51:58] Final Thoughts
RELEVANT PREVIOUS EPISODES
Evidence-based teaching strategies with Paul Kirschnerhttps://www.podbean.com/ew/pb-zgw6i-13b33df
How we learn: Naïve, purposeful, and deliberate practice with Stephen Chew
https://www.podbean.com/ew/pb-mrwn2-18adce0
Powerful teaching with Patrice Bainhttps://www.podbean.com/ew/pb-d77g4-14602e3
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/transcripts/ep-66-transcript
MUSIC
Intro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.com
FB: Chalk & Talk
IG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcast
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social
Friday Feb 20, 2026
Friday Feb 20, 2026
In this episode, Anna is joined once again by Dr. Sarah Powell, a professor at the University of Texas at Austin whose research focusses on supporting students with math difficulties. They respond to a recent NCSM statement criticizing the Science of Math movement.
Anna and Sarah unpack what the Science of Math is and why high-quality evidence matters. They address misconceptions about explicit instruction and “one-size-fits-all” teaching and explore why math instruction deserves the same scientific scrutiny as reading instruction. This episode is a must-listen for educators, school leaders, policymakers, and parents navigating the current math education landscape.
This episode is also available in video at www.youtube.com/@chalktalk-stokke
SHORT COURSE
La Trobe Short Course: Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching
TIMESTAMPS
[00:00:22] Introduction and an overview of the NCSM statement[00:10:25] What is the Science of Math?[00:12:07] Is this only about special education?[00:14:24] Math learning through the general lens of learning science[00:17:19] Is the Science of Math equivalent to the Science of Reading?[00:20:01] The instructional hierarchy applies to learning anything[00:24:07] The same groups tried to discredit What Works Clearinghouse [00:26:30] Responding to claims about research citations[00:29:49] Addressing the NCSM’s claims about quantitative research[00:31:21] Why quantitative research and data matter[00:38:24] Why alignment with IES and What Works Clearinghouse is a strength, not a flaw[00:40:18] Importance of measuring learning [00:42:59] Strange statements about an impoverished pedagogical approach[00:47:30] Misconceptions about explicit instruction [00:51:25] Is there quantitative data that supports mixed approaches or inquiry?[00:55:20] Does explicit instruction fundamentally minimize learners' autonomy?[00:56:32] Final Claim: The one-size-fits-all teaching method[00:58:04] Problems with the phrase “math wars”[00:59:59] Why is there such strong resistance to The Science of Math?[01:02:51] Final Thoughts
RELEVANT PREVIOUS EPISODES Reading and math: Parallels and pitfalls with Matt Burnshttps://www.podbean.com/ew/pb-8aj3f-1508af6
Red flags in education research with Ben Solomonhttps://www.podbean.com/ew/pb-cp5xt-156072c
Science of Math with Amanda VanDerHeydenhttps://www.podbean.com/ew/pb-bksbz-13c732d
Supporting students with math difficulties with Sarah Powellhttps://www.podbean.com/ew/pb-ciqgm-17def6b
The power of explicit instruction with Anita Archerhttps://www.podbean.com/ew/pb-93dcw-19a3530
Mailbag: Building Thinking Classrooms, number talks, & more with Zach Groshellhttps://www.podbean.com/ew/pb-stw9g-186807f
EPISODE TRANSCRIPThttps://www.annastokke.com/transcripts/ep-65-transcript
EPISODE RESOURCES
https://www.annastokke.com/resources/ep-65-resources
MUSIC
Intro & Outro: Funk Jazz Big Band - ColorFilmMusic
Website: www.annastokke.com
FB: Chalk & Talk
IG: @chalkandtalkpodcastTiktok: @chalkandtalkpodcast
X: @rastokke
LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c
Bluesky: @rastokke.bsky.social