We want students to be curious, persistent, and resilient problem solvers. But what if those aren't qualities students simply bring into our classrooms? What if we can actually create the conditions for them to emerge?

K-12 Math Leaders: Download our free Math Coherence Compass to help your teammates, system leaders, and educators create aligned instructional practices—without adding another initiative. https://makemathmoments.com/coherence-compass/

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

K-12 Math Leaders: Ready to design your math improvement plan with guidance, support and using structure? Partner with us to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

In this episode, Jon Orr and Peter Liljedahl – author of Building Thinking Classrooms explore the difference between states and traits and what that distinction means for teaching mathematics. Peter shares how thoughtfully designed experiences can create moments of confidence, productive struggle, and resilience—and how repeated experiences can eventually shape who students become as mathematical thinkers.

In this episode, you'll explore:

• The difference between a state and a trait
• Why resilience isn't something students either “have” or “don't have”
• How repeated states can eventually develop into traits
• Why productive struggle is more likely when challenge follows success
• How task sequencing can build confidence before students encounter greater challenge
• Why showing students how to solve problems isn't the same as helping them become problem solvers
• How Building Thinking Classrooms practices can create conditions for resilience
• Why teachers have an important role in designing environments that invite different student behaviours

Instead of asking, “Why aren't my students more resilient?” consider asking, “What conditions could I create that give them an opportunity to step into resilience?” We can't expect different student behaviours without creating environments that invite those behaviours.

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Are you wondering how to create K-12 math lesson plans that leave students so engaged they don’t want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Ever reach the end of the semester only to feel like you're reteaching everything from September? If students learned it once but can't retrieve it months later, the problem may not be the original lesson. It may be how—and when—they encountered mathematics.

K-12 Math Leaders: Download our free Math Coherence Compass to help your teammates, system leaders, and educators create aligned instructional practices—without adding another initiative. https://makemathmoments.com/coherence-compass/

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

K-12 Math Leaders: Ready to design your math improvement plan with guidance, support and using structure? Partner with us to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

In this episode, Jon Orr breaks down what it actually means to spiral your math curriculum and why spacing and retrieval can support longer-lasting learning. He also shares what didn't work when he first tried spiraling and offers practical ways to start without rebuilding your entire course.

In this episode, you'll explore:

• The difference between blocked instruction and spiraling
• Why spacing and retrieval can improve long-term retention
• How blocked units can create an “illusion of understanding”
• Why randomly mixing lessons isn't the same as thoughtfully spiraling
• How mini-units can balance developmental progression with spaced learning
• Three low-lift ways to begin spiraling without rebuilding your course
• How warm-ups, math talks, and lagged practice can keep previous learning alive
• What leaders can do to create the conditions for spiraling to actually stick

Choose one topic students consistently seem to forget. Instead of teaching it once and hoping it sticks, consider how you could intentionally bring it back three times this term, going a little deeper each time. Start small, build deliberately, and give students repeated opportunities to retrieve and reconnect their learning.

Show Notes Page

Love the show? Text us your big takeaway!

Are you wondering how to create K-12 math lesson plans that leave students so engaged they don’t want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

We say we want students to become critical thinkers, problem solvers, and mathematical reasoners. But do the systems in our classrooms and schools actually reward those things—or are we still rewarding speed, compliance, and correct answers?

K-12 Math Leaders: Download our free Math Coherence Compass to help your teammates, system leaders, and educators create aligned instructional practices—without adding another initiative. https://makemathmoments.com/coherence-compass/

Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/

K-12 Math Leaders: Ready to design your math improvement plan with guidance, support and using structure? Partner with us to follow our 4 stage process. https://growyourmathprogram.com

Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units

In this episode, Jon Orr and Dr. Pamela Seda explore the disconnect between the mathematics we say students need and what our systems actually value. They examine how assessment, classroom routines, walkthroughs, and professional learning can unintentionally send competing messages—and what leaders and teachers can begin changing within their control.

In this episode, you'll explore:

• The two competing visions of mathematical success
• Why speed and correct answers don't tell us the whole story of student understanding
• How classroom and school systems communicate what we truly value
• Why collecting evidence of student thinking matters more than judging an answer alone
• How formative assessment can prioritize reasoning, justification, and critical thinking
• Why standardized assessments can be treated as the floor rather than the goal
• How leaders can better align what they say matters with what their systems actually reward
• How to recognize when you're operating within the “old system” so you can begin changing it

Take a closer look at one system you control—your formative assessment, lesson routines, walkthrough tool, or professional learning. What does it communicate to students and teachers about what counts as success in mathematics? Recognizing the old system is the first step toward building something different.

Show Notes Page

Love the show? Text us your big takeaway!

Are you wondering how to create K-12 math lesson plans that leave students so engaged they don’t want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.