In this episode of Math, Universally Speaking, Ron Martiello reflects on a collaboratively designed fourth-grade lesson on equivalent fractions through the lens of Universal Design for Learning (UDL). He shares how intentional planning, precise academic language, and the strategic use of multiple representations helped students develop deep conceptual understanding of fractions.

Listeners will learn how tools like the Frayer Model, anchor charts, visual models, and structured discourse can activate prior knowledge, clarify vocabulary, and support repeated reasoning. Ron explains how moving deliberately from concrete visuals to symbolic equations empowered students to recognize patterns, test ideas, and understand why fractions are equivalent—rather than relying on memorized procedures.

This episode highlights practical teacher moves for supporting diverse learners, including English language learners and students who struggle with academic language, while maintaining high expectations and mathematical rigor. Through real classroom examples, Ron demonstrates how UDL principles can increase access, engagement, and student agency in elementary math instruction.

Whether you are teaching fractions, designing concept-based math lessons, or working to strengthen equity and accessibility in your classroom, this episode offers actionable strategies for building meaningful mathematical understanding.

In this episode of Math Universally Speaking, Ron Martiello is joined by mathematics education consultant Dina Mendola for a thoughtful conversation on shifting the lift in mathematics instruction—moving the cognitive work from the teacher to the student.

Together, they explore what it truly means to reveal and advance student thinking, and why understanding how students reason, represent, and make sense of mathematics is essential for equitable and effective instruction. The discussion connects student thinking to math identity, instructional decision-making, assessment practices, and the role of teacher and leader support in creating safe, responsive learning environments.

Listeners will hear practical insights on:

• Making student thinking visible through discourse and representations
• Using assessment evidence to inform instruction, not just evaluate learning
• Supporting teachers in developing their own math identities
• Accelerating learning by connecting unfinished learning to grade-level content
• How school leaders can foster trust, curiosity, and instructional risk-taking

This episode is especially relevant for elementary, middle and high school teachers, instructional coaches, math specialists, and school leaders seeking research-aligned strategies to center student thinking and strengthen mathematics instruction.

In this episode of Math, Universally Speaking, Ron Martiello sits down with Cathleen Beachboard, author of School of Hope and a researcher in the science of hope. Together, they explore the transformative power of hope in education, from fostering student perseverance in mathematics to supporting teacher growth and resilience.

Cathleen shares her experiences as a classroom teacher, researcher, and parent, offering practical strategies for cultivating hope, promoting asset-based language, and creating classrooms where students and teachers can thrive. Discover the science behind hope, how belief shapes learning, and simple ways to inspire both students and colleagues to embrace challenges, persist through struggle, and unlock their potential.

This episode is a must-listen for educators, administrators, and anyone committed to creating equitable, engaging, and empowering learning environments.

Follow Cathleen’s work through Edutopia, LinkedIn, and social media to continue the conversation about hope and its role in education.