Today we speak with Cara Carbone, a high school teacher from Bellingham Washington. Cara is here to share a pebble in her shoe around engaging her high achieving students with rich tasks. She implements some low floor/high ceiling tasks but struggles to do this consistently due to time constraints and the large number of preps she has during the year.

Stick around and you’ll hear how we help Cara reshape the resources pulled from online sources and Teachers Pay Teachers into meaningful, engaging experiences for her students.

This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them.

In this episode, we had the pleasure of speaking with Amy Buchheit, an instructional coach from the Chicago area. In our chat, Amy discusses her current mathematics leader pebble related to creating measurable professional development (PD) goals in mathematics that can truly shift teacher practice and in turn, increase student achievement.
One of the speed bumps educators face in implementing the professional learning they have engaged with is finding the time to do it well. Stick with us as we share practical strategies to address this common issue and much more.
If you’re a mathematics leader looking to find ways to deepen the implementation of the professional development practices you’ve been focusing on, tune in to hear what was shared and learned through this conversation with Amy.
This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them.

Without a clear, concise and well-communicated mathematics vision and a sustainable professional development plan rooted in relevant, attainable, research-based and measurable goals, your teachers will continue to work on disconnected pieces of effective mathematics instruction that can only lead to pockets of success instead of systemic change in mathematics teaching practice and student achievement.

In this episode we’re sharing our webinar on What Matters Most When Designing A Successful Math Program and we’ll outline why reporting the results of your professional development plan over the previous school year is so hard, why you might not be seeing the results you’ve hoped for, and how you can break the cycle to ensure your progress and reporting at the next of next year goes off without a hitch.

Join us for an insightful conversation with Bill McCallum, co-founder of Illustrative Mathematics and a distinguished professor in mathematics education. In this episode, we delve into important topics that will transform your perspective on mathematics instruction.

Discover what makes a problem engaging for students and how to identify struggling learners through classroom observations. Explore the power of connecting mathematics to meaningful stories and the potential impact of A.I. and digital tools on future instruction.

Most importantly, learn why empowering students to do the math is crucial for their success. Don’t miss this thought-provoking episode with one of the influential voices in mathematics education, Bill McCallum.

In our recent podcast episode, we had the pleasure of hosting Jonathan Lind again. Jonathan is an experienced high school math teacher currently teaching at an American school in Qatar. Jonathan shared invaluable insights and practical strategies on how he transformed his assessment practices in his math class, leading to remarkable outcomes for his students.
During our conversation, Jonathan delved into the following key ideas:
Shifting from labeling students to using assessment for growth;
Time-saving curriculum coverage with standards-based grading;
Promoting student success through growth and proficiency days;
Assessing Polya problem-solving techniques effectively;
Designing a grading system to inspire student achievement;
This is a Math Moment Maker Reflection episode where we talk with a member of our fantastic community who is working hard to continue reflecting and refining their practice to Make Math Moments with more students in their math classroom.

In this episode, we hop on a call with Andrea; a middle school mathematics educator and Texas native now living and teaching in Germany.

Andrea joins us with a pebble she is dealing with regarding the connectedness of the content (or lack thereof) she is feeling with certain topics at the end of the unit. She even goes as far as to describe this issue with some topics as having all of the sprinkles throughout the unit to engage students and help them achieve, but no real “cupcake” by the end.

This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them.

In this episode we chat with Jake Hickson, the System Math Lead for the Provincial and Demonstration Schools Branch of the Ministry of Education here in Ontario, Canada. Jake and his colleagues service students who are deaf/hard of hearing, blind/low-vision as well as students who have one or more identified learning disabilities.
We chat with Jake about the challenges he faces as a district mathematics leader who is mentoring educators across three (3) buildings that span great distances. While Jake has access to some built-in professional learning structures, the amount of time and delivery format is certainly less than he would like in order to engage in effective mathematics professional development.
Stick around and listen in as we help Jake shake his district leader pebble out of his shoe!
This is a Math Mentoring Moment episode where we chat with a Math Moment Maker, just like you and guide them to some next steps in pushing their classroom or district leader practice forward.

This week we speak with Camden King, a high school mathematics teacher from Redmond, Oregon. Camden is teaching his diverse “proficiency lab” class and is striving to make gains by anticipating what students might do during a lesson and building an intentional inventory of questions to breadcrumb them along their journey.
This is another Math Mentoring Moment Episode where we speak with a member of the Math Moment Maker Community where together we brainstorm strategies and next steps for teachers to overcome pebbles they have in their shoe by growing all six parts of their Mathematics Program.

Steve is a Mathematics Specialist and Vice Principal of Academics in his school from the Seattle, Washington area. Join us as we learn about Steve and the work he and his colleagues have been engaging in to improve the overall teaching and learning process of mathematics in their building.

While Steve shares that his team is “all-in” and “pulling the same wagon” we are pulling over here at Make Math Moments, they know that there is always a pebble kicking around in that shoe that needs a good shake-out.

Stick around and we’ll hear about some of the current pebbles including how to “cover it all” when we are trying so hard to integrate mathematics teaching practices that we know are so important to build mathematically proficient students.

This is another Math Mentoring Moment episode where we chat with a teacher like you who is working through some problems of practice and together we brainstorm ways to overcome them.

This week we speak with Giovanni Patalano, a high school mathematics teacher leader from California. Giovanni is striving to continue pushing mathematics teaching practice in his school and across the district, but feels like they’ve hit a rut in the road.
How can Giovanni assist his own school team of mathematics teachers continue making progress while also trying to help an overworked and understaffed district leadership team to continue making productive moves in the right direction?
This is another Math Mentoring Moment Episode where we speak with a member of the Math Moment Maker Community where together we brainstorm strategies and next steps for teachers to overcome pebbles they have in their shoe by growing all six parts of their Mathematics Program.