The Build Math Minds Podcast

As an elementary math coach, do you feel like you're trying to be everywhere at once with never enough time to make the impact you want? In this episode, discover how to use the 80/20 principle to transform your coaching approach and actually increase your impact while saving time. Learn how to strategically apply the 80/20 rule in two key ways: Which Teachers to Prioritize: How to identify the 20% of teachers who will create the biggest ripple effect across your school (hint: it's not just about who needs the most help) What to Coach On: The foundational instructional moves that will serve teachers for years versus the "trivial many" that keep you busy but don't create lasting change Stop spreading yourself thin and start coaching smarter. By the end of this video, you'll have a clear framework for focusing your energy on what truly matters - and you'll walk away with two concrete action steps to implement immediately. Perfect for elementary math coaches, instructional coaches, and math specialists looking to maximize their impact with limited time. What You'll Get: ✅ Understanding of the 80/20 principle and how it applies to coaching ✅ Specific strategies for identifying high-impact teachers to prioritize ✅ Clear criteria for choosing coaching topics that create lasting change ✅ Two actionable lists to create after watching

Rounding numbers should be way more than just a procedure where we ask students to look to see if the number behind is a 5 or higher.  Helping elementary students round should be based upon their number sense.  In this last episode of the Rounding Numbers series, I'm giving you an acronym to remember to help your students with rounding numbers: ABR.  To see this episode instead of just listen, go to https://www.youtube.com/BuildMathMinds    To get any links mentioned in the episode go to: BuildMathMinds.com/175   

The 2024 Virtual Math Summit is this month!  Here's a preview of 3 sessions from Michaela Epstein, Rosalba Serrano, and Nicole Thompson & Jessica Batinovic giving you tips, ideas, and inspiration to make our Number Routines the best they can be for your students.  To see the full list of speakers, their presentations, and to get registered go to VirtualMathSummit.com/register. To get any links mentioned in this episode, go to the show notes page at BuildMathMinds.com/156.

Over the past few weeks, I've had AI generate 13 math lessons.  Teachers ARE using AI to generate lessons—whether we like it or not. So instead of pretending that's not happening, I decided to put AI to the test. Can it actually create good math lessons? The short answer? Not really. But the insights I gained from evaluating those 13 AI-generated lessons? Those apply to ANY math lesson—AI-generated or straight from your textbook. In this episode, I share the 3 biggest things I learned: Lesson #1: AI needs tons of detail in your prompt. I started with simple prompts like "Create a lesson for this standard" and got surface-level, procedural lessons. Even when I added more detail, AI still missed the mark. To get a truly good lesson, you'd need to give AI so much detail that you might as well write the lesson yourself. Lesson #2: AI doesn't know learning progressions. This is the biggest problem. AI assumes the standard you give it is exactly what students are ready for RIGHT NOW. But standards are where students need to be at the END of the year. AI doesn't understand where students typically are at the beginning, what foundational concepts need to be in place first, or where YOUR specific students are in their learning journey. Lesson #3: AI lessons are a starting point, not a finished product. Bottom line: I don't recommend using AI for lesson plans. But if you do, evaluate it with a critical eye and modify based on what you know about your students and the learning progression. So what IS AI good for? Analyzing data to find patterns in coaching cycles or assessment data Generating differentiated materials as a starting point Drafting communication and handouts (that you then edit) AI can handle mundane tasks so you have more time for the human work—coaching conversations, relationship-building, and instructional decision-making. My YouTube Shorts series: I'm doing a series called "AI Made This Lesson, Let's Make It Better" where I show you—in under 2 minutes—how to improve AI-generated lessons. But here's the thing: those same modifications apply to textbook lessons too. Watch them all (even if they're not your grade level) because the advice applies everywhere. Resources mentioned: YouTube Shorts playlist: "AI Made This Lesson" 2026 Virtual Math Summit sessions from Dr. Kristopher Childs and Dr. Nicki Newton Register free at VirtualMathSummit.com AI isn't going away. So let's learn how to use it wisely. Register at VirtualMathSummit.com to learn from experts about how to use AI in Education in the best ways.

 Teachers are overwhelmed, students are struggling, and the strategies that worked pre-pandemic aren't working anymore. In this episode, I tackle one of the biggest mindset barriers happening right now: "They should already know this." Yeah, they should. But they don't. So now what? I'm giving you three practical coaching strategies to help teachers shift from "they should know this" (which leads to frustration and blame) to "here's where they are and here's how we move them forward" (which leads to action and hope). You'll learn: How to help teachers identify the actual gap so it feels manageable, not overwhelming How to reframe "catching up" as "building forward"—addressing foundational gaps within current instruction How to normalize where students are and reset expectations around the timeline Math recovery is taking longer than reading recovery since the pandemic. Your teachers aren't failing—they're working with a different reality. Resources mentioned: 2026 Virtual Math Summit sessions from Jen Hunt, Graham Fletcher, Ann Elise Record, and Dr. Sue Looney Register free at VirtualMathSummit.com Whether you're a math coach, instructional coach, or administrator supporting math teachers, this episode will help you address one of the most common (and most damaging) mindsets holding us all back right now. Register at VirtualMathSummit.com to learn from experts to help your staff Build Forward.

In this episode, we tackle a hot topic in education: the Science of Math. Inspired by a podcast about women's health and a meeting with state math supervisors, I'm exploring two critical questions educators need to ask when applying research to their math instruction. First, is a powerful parallel I had when I heard: "Women are not small men" and that helped me think that math is not reading.  Let's challenge the common practice of taking research from reading instruction and automatically applying it to mathematics without questioning whether it actually fits. Just because something works for teaching reading doesn't mean it will work for teaching math—our brains process these subjects differently. Second, I challenge you to really take a look at the good and bad of what research suggests we do through the lens of timed tests. While research shows timed tests can increase fact retention, I ask the important follow-up questions: What about student anxiety? What about their enjoyment of math? I break down the actual benefits of timed tests (goal-setting, measuring progress, feeling achievement) and challenge listeners to find ways to get those benefits without the negative side effects. I'll leave you with two key questions to ask whenever you hear about "what the science says": Was this research actually done with mathematics, or are we borrowing from another field? If the research looks good but feels wrong, can you get the benefits without the downsides? Resources mentioned: Christina's previous video on timed activities 2026 Virtual Math Summit featuring Douglas Clements' session on The Science of Math - Register free at VirtualMathSummit.com Whether you're a teacher, math coach, or administrator, this episode will help you think more critically about the research you're applying in your math instruction. Get any resources/links mentioned in this episode at BuildMathMinds.com/217 

Do your students complete their math practice but forget everything by next week? There's a reason this happens—and a simple fix. Australian educator Michaela Epstein reveals why most practice only goes one direction (question → answer) and shares sorting & matching tasks that build real understanding. Learn how to add one metacognitive step that transforms mindless practice into flexible thinking. Plus, get details on the upcoming 10th Virtual Math Summit (Feb 28-March 1, 2026) with 34 sessions designed specifically for PreK-5 teachers and math coaches. Get any resources/links mentioned in this episode at BuildMathMinds.com/216 

Are you exhausting yourself trying to make everything "equal" in your math instruction or math coaching? In this video, I'm sharing why balance in teaching isn't about equality - it's about creating a beautiful structure that meets the needs of those you are working with. Let's rethink what balance really means for elementary math teachers and coaches. Get any resources/links mentioned in this episode at BuildMathMinds.com/215

When your students ask "When will I ever use this?"—especially with AI doing calculations faster than any of us—how do you answer? In this episode, I share a conversation that just validated how I think about the purpose of teaching math.    Spoiler: It's not about long division. It's about building thinkers, not calculators.    You'll hear the difference between students who DO math versus students who THINK about math, why building flexible thinkers actually speeds up your teaching (not slows it down), and how to shift your instruction to focus on what really matters. If you've ever questioned why we teach certain math skills, this episode will give you a whole new perspective.   Get any resources/links mentioned in this episode at BuildMathMinds.com/214 

Are your students still counting on their fingers for 6×4? Transform how you teach multiplication facts with this game-changing approach to subitizing! In this episode, you'll discover how to move beyond the exhausting "times tables treadmill" that forces students to memorize 100 disconnected facts. Instead, learn how subitizing—the ability to instantly recognize quantities without counting—can help your students see multiplication as beautiful, connected relationships. You'll learn: Why traditional fact memorization fails (and what works better) The 4 Types of Multiplication Facts that create a foundation for all others  How to use ten frames and visual arrays to make multiplication facts "subitizable" Three classroom-ready strategies you can implement tomorrow How to help students see that facts, like 7×6, aren't random facts to memorize, but are connected to facts they already know (like 5×6 or 7×5) This episode walks you through the visual progression from scattered groups to organized arrays, showing you exactly how to use color-coding and strategic groupings to make even challenging facts like 8×7 accessible through relationships. You'll also see how all eight foundational number sense concepts work together to build true multiplicative thinking. Stop asking your students to memorize 100 isolated facts. Start helping them see the patterns, understand the relationships, and actually enjoy learning multiplication. Your students (and their fluency) will thank you! Includes link to Christina's color-coded multiplication chart to support visual learning in your classroom. Get any resources/links mentioned in this episode at BuildMathMinds.com/213   

Discover how subitizing—the ability to instantly recognize quantities without counting—can transform your fraction instruction! While you may already use subitizing with your younger students, this episode reveals why it's equally powerful for upper elementary learners working with fractions. You'll learn what subitizing with fractions actually looks like and why keeping quantities small makes all the difference. We'll explore how subitizing helps students focus on relationships between quantities rather than getting bogged down in counting individual pieces, allowing them to use grouping strategies and truly understanding what's happening when operating with fractions, not just following rules. This episode will give you practical strategies to build stronger fraction sense in your classroom. Plus, grab the free Fraction Subitizing Cards to get started right away! Get the Fraction Subitizing Cards here: https://buildmathminds.com/fraction-subitizing-10day  Enroll in The Flexibility Formula 3rd-5th: https://buildmathminds.com/enroll/  WATCH: 4 Early Numeracy Concepts WATCH: How to Build Fraction Sense Get any resources/links mentioned in this episode at BuildMathMinds.com/212 

You know that building number sense is crucial—but finding time for one more thing feels impossible. In this episode, discover how investing time in foundational number sense concepts actually saves you time in the long run. Learn two practical strategies for fitting this essential work into your already-packed day without adding anything extra: the 1% Better Approach and the Replace, Don't Add Strategy. You'll walk away with clear examples of which activities to stop doing and what to start doing instead, so your students develop flexible thinking about numbers and you spend less time reteaching.  If you're ready to make math instruction more intentional without overwhelming yourself, this episode is for you. Students with strong number sense learn faster, make connections more easily, and actually enjoy math. That means less frustration for you, less reteaching, and more time for what really matters. Your small tweaks today compound into big results all year long. Get any resources/links mentioned in this episode at BuildMathMinds.com/211 

Are you doing all the "right" math activities—Number Talks, Number Strings, Quick Images—but still not seeing the progress you expected? In this episode, you'll discover why having great activities isn't enough, and what actually builds real number sense with your students. You'll learn the critical difference between facilitating activities to collect answers versus facilitating them to develop deep mathematical understanding. Through concrete examples, you'll see how the same activity can produce completely different results depending on how you guide the discussion, what questions you ask, and which student thinking you choose to highlight. This episode reveals four common facilitation mistakes teachers make and gives you the tools to avoid them. Most importantly, you'll understand why this missing piece—knowing what to listen for and how to make number sense concepts visible—is the key to finally seeing your students think more flexibly and develop lasting mathematical reasoning. Get any links mentioned in this episode at BuildMathMinds.com/210 

Are you overwhelmed thinking about trying to add in number sense activities into your already jam-packed day? In this game-changing episode, learn how to transform your math instruction by integrating number sense concepts into ONE quick activity.  The 'unspoken rule' of teaching math has been to keep each math skill in separate boxes that we teach in isolation.  Teaching in this way is one of the causes of feeling overwhelmed when teaching math. In this episode, you'll see how to integrate math concepts into one activity using an example of Number Strings. A single 10-minute activity can simultaneously develop multiple foundational number sense concepts - from subitizing to part-part-whole thinking. Whether you teach early or upper elementary, this episode provides practical strategies to help your students develop more flexible, sophisticated mathematical thinking. Walk away with a clear approach to making your math lessons more intentional, engaging, and effective. Get any links mentioned in the episode at BuildMathMinds.com/209

In this second episode of the math fluency series, we explore the four essential number relationships that help students move beyond counting and develop true mathematical thinking. Learn about spatial relationships, one/two more or less, benchmarks of 5 and 10, and part-part-whole thinking—and discover how these relationships evolve from PreK through fifth grade. We'll look at why students get stuck using inefficient strategies and how building these foundational relationships transforms them into flexible problem-solvers who can see multiple pathways to solutions. Plus, get practical questions you can start asking tomorrow to assess and develop these critical relationships in your students. Free number sense assessment resources available at BuildMathMinds.com/208.

In this episode, I'm kicking off a series on building math fluency by diving into what I wish I had known when I first started teaching—the critical foundations students need BEFORE we ever ask them to add, subtract, multiply, or divide. Many students can DO the math, but they don't truly UNDERSTAND it. And the problem isn't that they need more practice—they're missing something much more fundamental. I'm sharing the four early numeracy concepts from the research of Douglas Clements and Julie Sarama: subitizing (instantly recognizing quantities without counting), verbal counting (understanding number patterns and structure), object counting (purposefully counting items), and cardinality (understanding that the final count represents the total quantity). You might be thinking these sound like kindergarten concepts, but stay with me! These foundations develop in sophistication all the way through 5th grade and beyond, including fraction subitizing and understanding complex number relationships. I've got free Savvy Subitizing Cards (PreK-2nd) and Fraction Subitizing Cards (3rd-5th) linked up at https://buildmathminds.com/207 to help you with one of the 4 early numeracy concepts. Next episode, we'll dig into the four number relationships that move students from counting to mathematical thinking!

What if transforming your math teaching only required 4 minutes a day? In this episode, Christina breaks down the powerful concept of getting 1% better daily and shows how just 4 minutes of intentional change in your classroom adds up to 12 hours of enhanced math learning over the school year. Perfect for busy educators who want to make a real impact without overwhelming themselves. Get your free guide with 30+ quick math activities to get you started at BuildMathMinds.com/1%

Are timed math activities helping or harming our elementary students? This controversial topic divides educators, but the research tells a clear story when we dig deeper. In this episode, we explore evidence-based strategies for using timed activities to build math fluency without creating anxiety or trauma. Drawing from the What Works Clearinghouse's analysis of 27 studies involving over 4,300 students, we discover that the problem isn't timed activities themselves—it's how they've been implemented. You'll learn the five essential steps for effective timed math practice: identifying already-learned topics, choosing engaging activities, ensuring students have efficient strategies, tracking meaningful progress, and providing immediate feedback. We move beyond traditional worksheets and timers to explore alternatives like number talks, mental math relays, and "beat your own score" games. This episode directly addresses real teacher questions about timed facts assessments and students who struggle with computation speed on standardized tests. We tackle the balance between building number sense and developing computational fluency, offering practical solutions for both classroom instruction and assessment preparation. Whether you're a classroom teacher questioning your current math fluency practices or a math coach supporting teachers through this debate, this episode provides research-backed strategies you can implement immediately. WWC/IES Practice Guide for Assisting Students Struggling with Mathematics 

In this cross-posted episode from Math Chat, host Mona Iehl interviews Christina Tondevold about developing number sense in elementary students. Christina shares her journey from a "procedural" math student to becoming a math coach and founder of Build Math Minds. The conversation explores the eight components of number sense: four early numeracy concepts (subitizing, verbal counting, object counting, and cardinality) and four number relationships (spatial relationships, one/two more or less, benchmarks of 5 and 10, and part-part-whole). Christina explains how these concepts help move students beyond counting to more efficient math strategies. Practical classroom strategies discussed include using sticky notes to assess students' visual number understanding, implementing subitizing activities, and strategically choosing numbers in word problems to reinforce key number relationships. Both educators emphasize the importance of allowing students to solve problems in ways that make sense to them, rather than forcing procedural approaches. This episode provides valuable insights for teachers looking to build true mathematical understanding rather than just procedural knowledge in their students. Check out Mona's podcast Math Chat Enroll in The Flexibility Formula Course

In Episode 202: Going Beyond the Task When Building Thinking Classrooms, we reveal the exciting lineup of special guests for our summer book study on 'Mathematics Tasks for the Thinking Classroom Grades K-5' by Peter Liljedahl and Maegan Giroux. Starting July 14th, each week will feature a video with reading prompts followed by live Q&A sessions with experts including first-grade teacher Tammy McMorrow, co-author of the book Maegan Giroux, and Official BTC Consultant Kim Rimbey. Join now at BuildMathMinds.com/bookstudy25 to receive a 20% discount code plus free shipping within the US, and participate in these valuable learning opportunities with educators who are transforming mathematics classrooms.