How to Make Math ENGAGING

We all know the struggle. We see the moment a student’s eyes lose focus as the sight of a tough math problem or the whispered, “I’m just bad at math” that breaks our hearts. But what if we can transform these moments? What if we can make math the exciting subject we dream for it to be.

In this week’s episode of Cool Cat Teacher Talk, we’re beginning a three episode journey into the heart of math education, uncovering the secrets of making numbers come alive in our classroom. From innovative research to real-world success stories, this show (and the others that will follow it) are packed with game-changing insights that I hope will upgrade how you think about teaching math.

Whether you’re a seasoned math teacher looking for fresh inspiration or an educator seeking ways to make numbers more engaging to your students, this episode series will equip you with practical strategies and renewed purpose. Together, all of these educators are not just teaching math — we’re calculating the possibilities and unleashing the potential of our students.

Episode 1: Making Math ENGAGING: Busting Myths and Boosting Learning

We start with Dr. Erin Krupa who shares the research about what works in math and is turning math into SharkTank-style adventures. Dr. Lydia Gonzalez, author of Bad at Math, is dismantling the harmful beliefs that hold our students back.

Episode 2: Improving Math Classrooms With PROVEN Methods And Strategies

How can we make math classrooms more engaging and effective? In this episode of Cool Cat Teacher Talk, I explore brain-based learning, real-world math engagement, differentiation, and mastery-based learning with top experts. Learn how to reduce math anxiety, foster curiosity, and create meaningful learning experiences that help every student succeed. Featuring insights from Liesl McConchie, Dan Meyer, Dr. Carol Ann Tomlinson, and Joe Manfre, this episode is packed with actionable strategies to transform your math classroom!

Episode 1 Show Notes: Making Math ENGAGING: Busting Myths and Boosting Learning

Desmos – https://www.desmos.com/

Geometer’s Sketchpad – https://www.keycurriculum.com/

National Council for Teacher’s of Mathematics www.nctm.org

Shark Tank for Math Presentation

Resources cited in this show

Dr. Erin Krupa

Erin Krupa is an Associate Professor of Mathematics Education in the Department Science, Technology, Engineering, and Mathematics Education at North Carolina State University (NCSU). Her research focuses on improving the quality of mathematics teaching and learning through innovative curricular materials and professional development. Previously she was an associate professor of Mathematics Education in the Department of Mathematical Sciences at Montclair State University. She earned her Ph.D. in mathematics education at North Carolina State University (NCSU). Prior to returning for her Ph.D., Erin taught secondary mathematics at W.G. Enloe High School in Raleigh, NC. She holds a masters degree from Wake Forest University in mathematics. Erin was a Teaching Fellow at Elon University, where she earned her bachelors degree in mathematics.

Erin is interested in the design, dissemination, and effectiveness of innovative professional development for mathematics educators. She strives to provide quality professional development to enhance teachers’ instructional practice, content knowledge, and beliefs. Of particular interest to her is the impact professional development has on both curricular implementation and student mathematics achievement. Studying curricular effectiveness, Erin uses hierarchical linear modeling to examine the relationship between curriculum use and student achievement. She is interested in teachers’ implementation of instructional materials and state standards and how these influence student achievement.

Erin’s research pays close attention to the opportunity to learn students are provided within a classroom and how teachers can increase this index for all students, regardless of demographics. Her experiences working in rural, economically disadvantaged communities have been very valuable to understanding of the disparities and triumphs that occur in these communities. She enjoys working with underserved populations and strives to make quality mathematics education more equitable to all students.

Dr. Lidia Gonzalez

🎙️10 Minute Teacher Podcast episode 819: Breaking Down Barriers: How to Make Math Accessible for All Students

Dr. Lidia Gonzalez is a professor in the Department of Mathematics and Computer Science at York College of the City University of New York. A first-generation college graduate, she began her career as a high school mathematics teacher in a large, comprehensive high school in New York City. Interested in improving the mathematical experiences of urban students, she focuses her research on the teaching of mathematics for social justice, the development of mathematics identity, and teacher development. 

She is the author of the book “Bad at Math? Dismantling harmful beliefs that hinder equitable mathematics education” published by Corwin Press.

Blog: https://www.york.cuny.edu/portal_college/lgonzalez

Twitter: @LidiaGonzalez66

Episode 2 Show Notes

Resource Links for Show Notes:

Research References:

1. Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10.
2. Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110(3), 608-645.
3. Guskey, T. R., & Pigott, T. D. (1988). Research on group-based mastery learning programs: A meta-analysis. The Journal of Educational Research, 81(4), 197-216.
4. Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.

Bio of Guests on the Show – Episode 2

Joseph Manfree

Joseph Manfre is a mathematics educator at Punahou School in Hawaii. He has previously served as a teacher, coach, and state mathematics educational specialist. He has a B.A. in mathematics, M.Ed. in instructional leadership, Graduate Certificate (GCERT) in ethnomathematics, and is a Modern Classrooms Distinguished Modern Classrooms Educator (DMCE) and Expert Mentor for his pedagogical work in blended, self and mastery-based learning. Joseph believes that all students are capable of learning mathematics (through different processing times and mechanisms). He is passionate about advancing equitable and intentional classroom structures, student empowerment, and ethnomathematics. In 2018, he was co-awarded a Hawai‘i Innovation Fund grant for Student-led Heterogeneous Learning Communities (SHLC), an instructional routine to empower student leaders in a semi-autonomous classroom environment. He works towards abundantly optimizing the complementary benefits of self-paced and collaborative learning. Twitter: @mathmanfre Linked In: https://www.linkedin.com/in/joseph-manfre-a7248a173

Liesl McConchie

Liesl McConchie is an international expert on how the brain learns, and co-author of best-selling book Brain-Based Learning with Dr. Eric Jensen. She has been published in ASCD’s Educational Leadership journal. With over 20 years of experience in education, Liesl bridges her knowledge of how the brain best learns with her experience of teaching secondary math to create tangible strategies to support teachers and schools across the globe. She has a rich background in education that includes creating new schools, leading whole-school reforms, delivering workshops to educators, and speaking at conferences.

Learn more about Liesl and her contributions to education at lieslmcconchie.com. Blog: lieslmcconchie.com Twitter: @LieslMcConchie Facebook: @LieslMathBrain Instagram: @LieslMcConchie Linked In: @LieslMcConchie

Dan Meyer

Dan Meyer, PhD, is the Vice President of User Growth at Amplify where he focuses on teacher efficacy and student learning across Amplify’s suite of curriculum and technology products.

Previously, he was the Chief Academic Officer at Desmos where he led the development of the new interactions between teachers, students, and computers which would eventually result in the core curriculum and digital authoring platform Amplify Desmos Math. He earned his doctorate from Stanford University in math education and was given the Ross Taylor / Glenn Gilbert award for national leadership. He lives in Oakland, CA.

Blog: danmeyer.substack.com

Dr. Carol Ann Tomlinson

Carol Ann Tomlinson is William Clay Parrish, Jr. Professor Emeritus at the University of Virginia’s School of Education and Human Development where she served as Chair of Educational Leadership, Foundations, and Policy, and Co-Director of the University’s Institutes on Academic Diversity. Prior to joining the faculty at UVa, she was a teacher in public schools for 21 years, during which she taught students in high school, preschool, and middle school and also administered programs for struggling and advanced learners. She was Virginia’s Teacher of the Year in 1974. She was named Outstanding Professor at UVa’s School of Education and Human Development in 2004 and received an All-University Teaching Award in 2008. In 2022, she was ranked #12 in the Education Week Edu-Scholar Public Presence Rankings of the 200 “University-based academics who are contributing most substantially to public debates about schools and schooling,” and as the #4 voice in Curriculum & Instruction.

Carol is author of over 300 books, book chapters, articles, and other educational materials. Her two latest books are So Each May Soar: The Principles & Practices of Learner-Centered Classrooms (2021) and Everybody’s Classroom: Differentiating for the Shared and Unique Needs of Diverse Learners (2022).

Her books are available in 14 languages. She works throughout the United States and internationally with educators who seek to create classrooms that are effective in reaching diverse student populations.

Twitter: @cat3y Facebook: carol.tomlinson.5473 Instagram: @cat3y Linked In: @cat3y