What do we do when a math problem feels too frustrating for a student? When a student shuts down because a math problem feels too hard, many of us instinctively encourage them to push through the frustration and keep working. But what if allowing them to step away and return later was actually the more powerful move?

In this episode, we explore why giving students permission to walk away from frustrational math problems can support deeper learning, build confidence, and reduce anxiety. You’ll learn how this strategy taps into natural problem-solving processes and why it can be more effective than pushing forward in the moment.

We’ll share tips for normalizing breaks, creating space for reflection, and helping students return with fresh eyes. You’ll also hear ideas for building student autonomy and using simple questions to guide them back into the problem-solving process.

If you’re looking for practical ways to support perseverance without pressure, this episode is for you.

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In this episode, we’re exploring one of my favorite math routines, and it’s called My Favorite Mistake. I know that name might sound a little odd. After all, it makes it sound like mistakes are GOOD things. But if you’ve been part of this community for any length of time, you know that that’s exactly what I believe. Mistakes ARE good things! Press play to dive into My Favorite Mistake.

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This episode explores how real-time recording of student thinking can strengthen classroom discussions and support deeper mathematical understanding. Together, we’ll unpack strategies for capturing and organizing student ideas in ways that honor their reasoning and promote connection across different strategies.

You’ll come away with practical tools for turning classroom conversations into meaningful visual artifacts that can guide instruction, build collective knowledge, and keep student voices at the center of the learning process.

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👀 Read the Transcript HERE

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When we ask better questions, students want to share their thinking more often, which is great... until conversations become chaotic or one-sided. That’s where Talk Moves come in.

In this episode, we explore how Talk Moves can help create more respectful and productive math discussions in your classroom. You’ll learn how to use simple, intentional teacher prompts to guide students in explaining their thinking, responding to each other, and participating more thoughtfully.

We’ll break down a set of powerful strategies you can start using right away, along with tips for teaching them explicitly and building a classroom culture where all students feel heard. Whether your math talks need more structure or you just want to strengthen student discourse, this episode will give you the tools to build stronger, more confident conversations.

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👀 Read the transcript HERE

👉 Follow us on Instagram @meaningfulmathco

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If you loved this episode, please take a minute to leave a review on Apple Podcasts. With your support, we can reach even more teachers looking to make math meaningful for their students. Thank you!

This episode continues our deep dive into questioning in the math classroom by exploring what makes a question truly effective. You’ll learn how open-ended questions can increase engagement, encourage rich discourse, and help uncover deeper mathematical understanding.

Together we’ll look at the core qualities of good questions, reflect on why planning questions matters, and explore practical ways to shift everyday questioning habits. This conversation offers a strong starting point for anyone looking to increase participation and spark more meaningful thinking during math lessons.

Links Mentioned

✅ Depth of Knowledge Framework

✅ Good Questions for Math Teaching by Peter Sullivan and Pat Lilburn

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What if I told you that today we’re going to begin exploring a topic that has the potential to completely change the dynamic of your classroom? That this single shift can actually give your math instruction a complete makeover? Well, the “one” thing I’m referring to is questions… specifically the questions we ask our students. Welcome to part 1 of this important conversation!

This episode kicks off a two-part series on one of the most powerful tools in your teacher toolbox: the questions you ask. Part 1 focuses on the purpose behind our questioning and the impact thoughtful questions can have on student participation, mathematical thinking, and classroom culture.

You’ll reflect on how intentional questioning can invite more voices into discussion, help students work through mistakes, and uncover deeper understanding. Together, we’ll examine simple but strategic ways to shift the way questions are used so they become a bridge to meaningful learning rather than a checkpoint for right or wrong answers.

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It might sound strange at first. After all, how can you solve a math problem without any numbers? But that’s exactly what makes numberless word problems such a powerful tool. In this episode, we explore how removing numbers actually helps students build deeper comprehension, plan solution paths, and develop the habit of asking, “Does this make sense?”

We’ll unpack why students often rush into calculations without understanding the context, and how numberless word problems shift their focus back where it belongs: on sense-making. Plus, I’ll share simple ways you can start using this strategy with the materials you already have.

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The hundred chart is a classroom staple, but what if a small change could make it an even more powerful tool? In this episode, we explore the bottom-up hundred chart, a lesser-known version that could help students build stronger connections between number, language, and direction.

We’ll unpack what makes this twist on a familiar tool so useful, why it might be especially supportive for multilingual learners and students with disabilities, and how you can introduce it in your classroom without tossing out your tried-and-true hundred chart. Get ready to see this classic math tool in a whole new light!

Links mentioned in this episode:

✅ Randolph, Winifred, and Verne G. Jeffers. 1974. “A New Look for the Hundred Chart.” Arithmetic Teacher 21, no. 3 (March): 203–8.

✅ ”A Bottom-Up Hundred Chart?” by Jennifer M. Bay-Williams and Graham Fletcher

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If you loved this episode, please take a minute to leave a review on Apple Podcasts. With your support, we can reach even more teachers looking to make math meaningful for their students. Thank you!