In this episode, Anna is joined by returning guest Dr. Brian Poncy to discuss math fact fluency and whether improving students’ fluency with basic number operations leads to better overall math achievement.

Brian shares new results from the first year of a large implementation of the free Facts on Fire program in a Texas school district. They discuss what the data shows, how the program has evolved based on teacher feedback, and what educators are saying about it.

They also revisit five evidence-based reasons why fluency—being able to do math both accurately and effortlessly—matters. With a new school year underway, this episode offers practical and encouraging ideas for helping students build automaticity with math facts through clear instruction, practice, and feedback.

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS [00:00:04] Introduction [00:04:25] What’s changed with Facts on Fire? [00:08:15] Measuring fluency in problems per minute [00:14:47] How Facts on Fire builds fluency through practice and feedback [00:17:29] How much practice do students need? [00:20:11] Facts on Fire goes school-wide in Texas [00:23:22] Teachers’ experiences implementing Facts on Fire [00:24:56] Did Facts on Fire improve math achievement? [00:30:10] What the MAP data reveals [00:34:40] The impact of Facts on Fire and the results [00:42:40] Five reasons why fluency matters [00:43:01] Cognitive load and working memory [00:46:15] Increasing opportunities to respond [00:47:31] Effort, reinforcement, and building confidence [00:49:23] Maintaining skills and promoting generalization [00:52:14] Recapping the five reasons fluency matters [00:54:26] The future of Facts on Fire [00:56:19] A call to action for the new school year [00:57:58] Final thoughts

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-79-resources

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-79-transcript

RELEVANT PREVIOUS EPISODES

Math fact crisis: Strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773

Math Fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

How to Build Automaticity with Math Facts: A Practical Guide https://www.podbean.com/ew/pb-3ny3k-17323a9

Rocking the Times Tables with Bruno Reddy https://www.podbean.com/ew/pb-2pbdy-18f76df

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Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by returning guests Dr. Nidhi Sachdeva and Dr. Paul Kirschner, authors of the upcoming book Becoming an Expert Teacher: Deliberate Practice for Effective Teaching.

They explore what makes an expert teacher and how teaching expertise can be deliberately developed. They discuss the importance of deep subject knowledge, mental models, deliberate practice, and reflection, while explaining the difference between the science and the craft of teaching.

They also examine how teaching expertise can be measured and why striving to become an expert teacher is both a professional responsibility and an equity issue.

This episode is available in video at www.youtube.com/@chalktalk-stokke

TIMESTAMPS

[00:00:22] Introduction [00:03:26] What makes an expert teacher? [00:12:09] Why teacher content knowledge matters [00:13:24] Why content knowledge isn’t enough [00:16:00] Schemas & pattern recognition explained [00:18:04] How expert teachers think [00:22:55] Deliberate practice to develop teaching expertise [00:30:31] The challenge and importance of deliberate practice [00:38:31] The importance of reflection in teaching [00:40:51] The science and craft of teaching [00:47:57] A reflection on teacher education preparedness [00:55:21] Can teaching expertise be measured ?[00:01:07] The responsibility to become an expert teacher [01:11:40] Final thoughts

RESOURCES Becoming an Expert Teacher: Deliberate Practice for Effective Teaching https://www.routledge.com/Becoming-an-Expert-Teacher-Deliberate-Practice-for-Effective-Teaching/SachdevaKirschner/p/book/9781041107453 Code to get 20% off: 26AFLY2

EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-78-transcript

RELEVANT PREVIOUS EPISODES We know more about teaching than ever ¬– so why is change so slow? With Joanna Barbousas https://chalkandtalkpodcast.podbean.com/e/we-know-more-about-teaching-than-ever––so-why-is-change-so-slow-with-joanna-barbousas-ep-69/

Rebuilding teacher training through cognitive science with Jonas Linderoth https://chalkandtalkpodcast.podbean.com/e/rebuilding-teacher-training-through-cognitive-science-with-jonas-linderoth-ep-60/

How we learn: Naive, purposeful, and deliberate practice with Stephen Chew https://www.podbean.com/ew/pb-mrwn2-18adce0 How advocacy is changing reading instruction with Jamie Metsala https://chalkandtalkpodcast.podbean.com/e/how-advocacy-is-changing-reading-instruction-with-jamie-metsala/

Exploring evidence for equitable education with Nidhi Sachdeva and Jim Hewitt https://www.podbean.com/ew/pb-fjdnt-1685615

Using evidence in education with Pamela Snow https://chalkandtalkpodcast.podbean.com/e/using-evidence-in-education-with-pamela-snow-ep-27/

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Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this solo episode, Anna Stokke explores five common misconceptions in math education that may sound convincing but aren't supported by high-quality evidence. This episode is based on a chapter she wrote for The Practice Project, which is a joint initiative of the American Enterprise Institute and researchED, dedicated to improving classroom practice through research-informed professional knowledge.

She tackles five common misconceptions about math instruction: teaching multiple strategies to new learners, relying on technology instead of learning facts and procedures, believing that conceptual understanding must precede procedures, using problem solving as the primary method of instruction, and thinking that practice turns kids off math. She concludes the episode by discussing evidence-based approaches that better support student success in mathematics. This episode is available in video at www.youtube.com/@chalktalk-stokke

The Practice Project article can be read here: https://www.aei.org/research-products/report/five-math-education-misconceptions-that-are-holding-students-back/

TIMESTAMPS

[00:00:00] Introduction

[00:02:16] Myth #1: New learners should learn multiple math strategies

[00:05:41] What to do instead

[00:06:04] Myth #2: Technology makes facts and procedures unnecessary

[00:09:31] Myth #3: Conceptual understanding must come before procedural skill

[00:13:50] Myth #4: Problem solving is the best way to teach mathematics

[00:15:09] The instructional hierarchy guides instructional methods

[00:16:29] Myth #5: Practice turns kids off math

[00:18:41] What the evidence says about effective math instruction

[00:20:06] Final thoughts: takeaways for teachers and parents

RELEVANT PREVIOUS EPISODES Cognitive load theory and learning math with John Sweller https://www.podbean.com/ew/pb-s2zyd-1a717d6

Rosenshine's Principles of Instruction with Tom Sherrington https://www.podbean.com/ew/pb-hmh6w-1a3a5b0

Techniques for Building Fluency with Math Facts https://www.podbean.com/ew/pb-3ny3k-17323a9

Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56

Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-thbad-13cea56

EPISODE RESOURCES

https://www.annastokke.com/resources/ep-77-resources

EPISODE TRANSCRIPT

https://www.annastokke.com/transcripts/ep-77-transcript

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Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social