Unlocking Dyscalculia

In this continuation of our conversation, Heather Brand, Director of Instructional Strategy at Made for Math, sits down with Dr. Brian Poncy to explore what effective math fact practice really looks like. From flashcards and Cover-Copy-Compare to explicit timing, set size, retrieval practice, and data-based decision-making, Dr. Poncy explains why effective practice is much more than simply giving a student more problems.Connect with Dr. Brian Poncy here: https://brianponcy.wixsite.com/my-site-2See more interviews referenced in this episode here: madeformath.com/unlocking-dyscalculia Subscribe to our YouTube channel for more awesomeness:   youtube.com/madeformath  Connect with us on Instagram: instagram.com/madeformathConnect with us on Facebook: facebook.com/madeformath

A child stares at 8 + 7.Ten seconds pass. Then twenty.For many parents, this moment sparks a difficult question.Is my child struggling because they do not understand math, or because basic facts never became automatic?To unpack this, Heather Brand, Operations Manager at Made for Math, sat down with Dr. Brian Poncy, Professor and Director of the School Psychology Program at Oklahoma State University, and co-author of Effective Math Interventions: A Guide to Improving Whole-Number Knowledge. Connect with Dr. Brian Poncy here: https://brianponcy.wixsite.com/my-site-2See more interviews referenced in this episode here: madeformath.com/unlocking-dyscalculia Subscribe to our YouTube channel for more awesomeness: https://www.youtube.com/@MadeforMathConnect with us on Instagram: instagram.com/madeformathConnect with us on Facebook: facebook.com/madeformath

When we think about math struggles, we often picture multiplication facts, fractions, or word problems. But what if one of the most common misunderstandings begins much earlier, with a symbol students see every single day?In this installment of our Unlocking Dyscalculia series, Adrianne Meldrum welcomes back Dr. Sarah Powell from UT Austin to talk about something deceptively simple: the equal sign.And as it turns out, there’s a lot to know.See more interviews referenced in this episode here: madeformath.com/unlocking-dyscalculia Subscribe to our YouTube channel for more awesomeness: youtube.com/@MadeforMathConnect with us on Instagram: instagram.com/madeformathConnect with us on Facebook: facebook.com/madeformath

In this episode of Unlocking Dyscalculia, host Adrianne Meldrum sits down with Lorraine Hightower, a dyslexia advocate, consultant, and parent whose professional mission was shaped deeply by personal experience. Their conversation centers on advocacy—what it looks like, why it matters, and how parents and teachers can work together to better support students with learning differences.Parents often sense it before they can name it. Their child is exhausted after school. Homework takes hours. Meltdowns happen at home, not in the classroom. Teachers say things are “fine,” yet something clearly isn’t.When a child is struggling, it’s not enough for support to exist on paper—it has to work in practice. Drawing from lived experience and expert advocacy insight, this episode of Unlocking Dyscalculia walks parents through what advocates do, when to seek help, how to use data effectively, and what to do when IEPs or 504 plans fall short.Read the full blog post here: Advocating For Students With Dyslexia And Dyscalculia - Made For Math

In this episode of the Unlocking Dyscalculia podcast, Heather Brand—our Operations Manager at Made for Math—sits down with two giants in the world of math education: Dr. John Mighton, founder of Jump Math, and Dr. Amanda VanDerHeyden, creator of Spring Math.Individually, each of them has reshaped how students learn mathematics. Now, they’re collaborating, and we get a behind-the-scenes look at how their work fits together.