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Rounding Up

Rounding Up

Von: The Math Learning Center
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Welcome to Rounding Up, the professional learning podcast brought to you by The Math Learning Center. Two things have always been true in education: Ongoing professional learning is essential, and teachers are extremely busy people. Rounding Up is a podcast designed to provide meaningful, bite-sized professional learning for busy educators and instructional leaders. I'm Mike Wallus, vice president for educator support at The Math Learning Center and host of the show. In each episode, we'll explore topics important to teachers, instructional leaders, and anyone interested in elementary mathematics education. Topics such as posing purposeful questions, effectively recording student thinking, cultivating students' math identity, and designing asset-based instruction from multilingual learners. Don't miss out! Subscribe now wherever you get your podcasts. Each episode will also be published on the Bridges Educator Site. We hope you'll give Rounding Up a try, and that the ideas we discuss have a positive impact on your teaching and your students' learning.2022 The Math Learning Center | www.mathlearningcenter.org Mathematik Wissenschaft
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  • [From the Archives] Practical Ways to Build a Strengths-Based Math Classroom with Dr. Beth Kobett

    [From the Archives] Practical Ways to Build a Strengths-Based Math Classroom with Dr. Beth Kobett
    Jun 18 2026
    Practical Ways to Build a Strengths-Based Elementary Math Classroom with Dr. Beth Kobett

    ROUNDING UP: SEASON 4 | EPISODE 20

    What if it were possible to capture all of the words teachers said or thought about students and put them in word clouds that hovered over each student throughout the day? What impact might the words in the cloud have on the student's learning experience? These are the questions that Beth Kobett and Karen Karp pose to start their book about strength-based teaching and learning.

    In this re-release of an episode from Season 2, we talk with Beth Kobett about practices that support strength-based teaching and learning, and ways educators can implement them in their classrooms.

    BIOGRAPHY

    Beth McCord Kobett, EdD, is the dean of the School of Education at Stevenson University, where she works with preservice teachers and leads professional learning efforts in mathematics education both regionally and nationally. She is a former classroom teacher, elementary mathematics specialist, adjunct professor, and university supervisor. She is also a former president of the Association of Maryland Mathematics Teacher Educators (AMMTE) and former chair of the Professional Development Services Committee of the National Council of Teachers of Mathematics (NCTM). Dr. Kobett is a recipient of the Mathematics Educator of the Year Award from the Maryland Council of Teachers of Mathematics (MCTM). She has also received Stevenson University's Excellence in Teaching Award as both an adjunct and full-time member of the Stevenson faculty.

    RESOURCES

    Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K-6 book by Beth McCord Kobett and Karen S. Karp

    Rough Draft Math: Revising to Learn book by Amanda Jansen

    TODOS: Mathematics for All organization

    TRANSCRIPT

    Click here for a full episode transcript.
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    25 Min.
  • [From the Archives] Posing Purposeful Questions with Dr. DeAnn Huinker

    [From the Archives] Posing Purposeful Questions with Dr. DeAnn Huinker
    Jun 4 2026
    Posing Purposeful Questions with Dr. DeAnn Huinker

    ROUNDING UP: SEASON 4 | EPISODE 19

    Educational theorist Charles De Garmo once said, "To question well is to teach well. In the skillful use of the question, more than anything else, lies the fine art of teaching."

    In this re-release of an episode from Season 1, our guest is Dr. DeAnn Huinker, one of the coauthors of Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. We'll talk with DeAnn about the art and the science of questioning and ways that teachers can maximize the impact of their questions on student learning.

    BIOGRAPHY

    Dr. DeAnn Huinker is a professor of mathematics education in the division for teaching and learning and directs the Center for Mathematics and Science Education Research at University of Wisconsin–Milwaukee. Dr. Huinker teaches courses in mathematics education at the early childhood, elementary, and middle school levels.

    RESOURCES

    Principles to Actions: Ensuring Mathematical Success for All book by National Council of Teachers of Mathematics

    Taking Action book series by National Council of Teachers of Mathematics

    5 Practices for Orchestrating Productive Mathematics Discussions book by Margaret (Peg) Smith and Mary Kay Stein

    "Asking Questions in First-Grade Mathematics Classes: Potential Influences on Mathematical Thought" journal article by Michelle Perry and colleagues

    "Teaching is a Cultural Activity" journal article by James W. Stigler and James Hieber

    TRANSCRIPT

    Click here for a full episode transcript.
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    28 Min.
  • [From the Archives] Productive Ways to Build Fluency with Basic Facts with Dr. Jenny Bay-Williams

    [From the Archives] Productive Ways to Build Fluency with Basic Facts with Dr. Jenny Bay-Williams
    May 21 2026
    Productive Ways to Build Fluency with Basic Facts with Dr. Jenny Bay-Williams ROUNDING UP: SEASON 4 | EPISODE 18 This summer we're replaying favorite listener episodes from the first four seasons of Rounding Up—like this one from Season 1. We'll return with all new episodes in early September. Ensuring students master their basic facts remains a shared goal among parents and educators. That said, many educators wonder what should replace the memorization drills that cause so much harm to their students' math identities. Today on the podcast, Jenny Bay-Williams talks about how to meet that goal and shares a set of productive practices that also support student reasoning and sensemaking. BIOGRAPHY Jennifer Bay-Williams is a professor of mathematics education at the University of Louisville. She has authored over 40 books and 100 journal articles and book chapters that focus on making mathematics meaningful to all students. She is an international leader in the field of mathematics education, frequently speaking at state, national, and international conferences and serving on national boards. RESOURCES "Eight Unproductive Practices in Developing Fact Fluency" article by Gina Kling and Jennifer M. Bay-Williams Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention book by Jennifer M. Bay-Williams and Gina Kling Math Fact Fluency companion website by Kentucky Center for Mathematics TRANSCRIPT Mike Wallus: Welcome to the podcast, Jenny. We are excited to have you. Jennifer Bay-Williams: Well, thank you for inviting me. I'm thrilled to be here and excited to be talking about basic facts. Mike: Awesome. Let's jump in. So, your recommendations start with an emphasis on reasoning. I wonder if we could start by just having you talk about the why behind your recommendation and a little bit about what an emphasis on reasoning looks like in an elementary classroom when you're thinking about basic facts. Jenny: All right, well, I'm going to start with a little bit of a snarky response: that the non-reasoning approach doesn't work. Mike and Jenny: (laugh) Jenny: OK. So, one reason to move to reasoning is that memorization doesn't work. Drill doesn't work for most people. But the reason to focus on reasoning with basic facts beyond that fact, is that the reasoning strategies grow to strategies that can be used beyond basic facts. So, if you take something like the making 10 idea—that 9 plus 6, you can move one over and you have 10 plus 5—is a beautiful strategy for a 99 plus 35. So, you teach the reasoning upfront from the beginning, and it sets students up for success later on. Mike: That absolutely makes sense. So, you talk about the difference between telling a strategy and explicit instruction. And I raise this because I suspect that some people might struggle to think about how those are different. Could you describe what explicit instruction looks like and maybe share an example with listeners? Jenny: Absolutely. First of all, I like to use the whole phrase: "explicit strategy instruction." So, what you're trying to do is have that strategy be explicit, noticeable, visible. So, for example, if you're going to do the making 10 strategy we just talked about, you might have two 10-frames. One of them is filled with nine counters, and one of them is filled with six counters. And students can see that moving one counter over is the same quantity. So, they're seeing this flexibility that you can move numbers around, and you end up with the same sum. So, you're just making that idea explicit and then helping them generalize. You change the problems up and then they come back and they're like, "Oh, hey, we can always move some over to make a ten"—or a twenty, or a thirty, or whatever you're working on. And so, I feel like, in using the counters, or they could be stacking Unifix cubes or things like that. That's the explicit instruction. It's concrete. And then, if you need to be even more explicit, you ask students in the end to summarize the pattern that they noticed across the three or four problems that they solved. "Oh, that you take the bigger number, and then you go ahead and complete a ten to make it easier to add." And then, that's how you're really bringing those ideas out into the community to talk about. For multiplication, I'm just going to contrast. Let's say we're doing [the] add a group strategy with multiplication. If you were going to do direct instruction, and you're doing 6 times 8, you might say, "All right, so when you see a six," then a direct instruction would be like, "Take that first number and just assume it's a five." So then, "Five eights is how much? Write that down." That's direct instruction. You're like, "Here, do this step. Here, do this step. Here, do this step." The explicit strategy instruction would have, for example—I like, for eights, boxes of crayons because they oftentimes come in eights. So, but they'd have five boxes...
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    26 Min.
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