In the second episode of a two-part series, math professor Anna Stokke sits down with Dr. Brian Poncy, a school psychology professor at Oklahoma State University, who specializes in math interventions. His extensive research on basic fact fluency led to the development of a free math program called M.I.N.D, aimed at improving numeracy and computational skills.

They begin by discussing five compelling reasons that fluency is crucial. Brian shares his research on dosage, which addresses the frequency and duration of practice for math skills.

Anna asks Brian to define conceptual understanding, and they explore its relationship with procedural skill. They also discuss explicit timing and address concerns about anxiety. Brian emphasizes the importance of data-driven decision-making and more.

A key takeaway from these two episodes is that achieving fluency with basic facts requires daily practice—every school day, not just once a week or every other day. The specifics are covered in this episode.

As Brian emphasizes, basic fact fluency results in significant effects with minimal investment in instructional time. These two episodes shine a light on the challenges many children face with math and highlight research-backed methods to improve math education.

NOTE: The resource page contains an extensive list of research articles mentioned in the episode: annastokke.com/ep-30-resources

TIMESTAMPS

[00:00:00] Introduction Five reasons math fluency is important [00:02:42] Reason 1: More opportunities to respond [00:05:50] Reason 2: Increased rates of reinforcement [00:10:07] Reasons 3 & 4: Knowledge maintenance & reducing cognitive load [00:12:35] Reason 5: Skill generalization [00:20:16] Defining conceptual understanding [00:25:31] Relationship between conceptual understanding & fluency building [00:28:35] Research on dosage: how much to practice [00:36:05] To mix or not to mix skills [00:38:58] Explicit timing with goal setting and rewards [00:42:29] Explicit timing and math anxiety [00:47:54] Making data-based decisions [00:52:30] Advice for schools

RELEVANT PREVIOUS EPISODES

Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

Ep 3. The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

Ep 4. Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56

Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a

Ep 27. Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-30-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-30-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Blue Dot Sessions – Thannoid, Tarte Tatin, Mazamorra, Cornicob

Podington Bear – Camp

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In this first episode of a two-part series, math professor Anna Stokke sits down with Dr. Brian Poncy, a school psychology professor at Oklahoma State University, who specializes in math interventions. His extensive research on basic fact fluency led to the development of a free math program called M.I.N.D, aimed at improving numeracy and computational skills.

In the episode, Brian stresses that we have a basic fact crisis where many students struggle with basic fact fluency, affecting their overall math proficiency. They discuss his research and effective strategies for teaching basic facts and computational skills.

The conversation begins with a description of the instructional hierarchy, a tool for identifying a student's learning stage and selecting suitable tasks, with an accompanying infographic available on the episode resource page. Anna asks Brian to define some key terms such as fluency, automaticity and mastery. They discuss the impact of his free program, M.I.N.D, particularly its implementation in a low-performing school. They also cover research on decomposition strategies and emphasize the importance of data collection to inform instruction.

Throughout the episode, Brian shares strategies used in the M.I.N.D program, revealing his deep passion for helping children learn math. These two episodes shine a light on the challenges many children face with math and highlight research-backed methods to improve math education.

NOTE: The resource page contains an extensive list of research articles mentioned in the episode: annastokke.com/ep-29-resources

TIMESTAMPS

[00:00:00] Introduction [00:03:26] Definition of fluency [00:04:40] The instructional hierarchy [00:14:27] Interventions for building accuracy and fluency [00:22:38] Definition of automaticity [00:30:24] Definition of mastery [00:34:53] Facts on Fire for Tier 1 instruction [00:44:54] Research on decomposition strategies for mental math [00:50:07] Implementing Facts on Fire: A longitudinal study [01:00:53] The need to make data-informed decisions [01:01:45] Closing thoughts and topics in next episode

RELEVANT PREVIOUS EPISODES

Ep 2. Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df

Ep 3. The Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d

Ep 4. Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56

Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/ew/pb-9qahp-14aed8a

Ep 20. Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/ew/pb-8aj3f-1508af6

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-29-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-29-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Blue Dot Sessions – Town Market, Spindash, Cornicob

Podington Bear – Camp

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c

In episode 28, math professor Anna Stokke interviews Dr. Katharine Beals, who is a linguist and expert in using evidence-based instruction to teach students with autism. Katharine is the author of several books on autism, including one focused on autism-friendly curriculum and instruction.

They begin the episode with an overview of autism, where Katharine describes some of its defining characteristics and the skills typically affected. She discusses how autism impacts math learning and some common instructional techniques that can negatively impact autistic students. They then discuss what research suggests are the most effective instructional methods for students with autism.

Along the way, they discuss facilitated communication, and Katharine recommends math programs that are particularly well-suited for autistic individuals.

A key takeaway from this conversation is that many instructional techniques that are most effective for students with autism benefit the majority of students, but poor instructional methods more adversely affect those with autism. This fascinating and highly informative conversation is a must-listen for educators and anyone passionate about education.

PREVIOUS EPISODES MENTIONED

Ep 21. The right to learn math with Daniel Ansari https://www.podbean.com/ew/pb-4nv9n-1527568

Ep 25. Understanding math reform ideology with Tom Loveless https://www.podbean.com/ew/pb-7ih4c-15dbf9a

Ep 27. Using evidence in education with Pamela Snow https://www.podbean.com/ew/pb-jc9mq-161ecac

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-28-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-28-resources

MUSIC

Intro and Outro: Coma Media – Catch it

Blue Dot Sessions – Inamorata, Town Market, The Gran Dias

Podington Bear – Lakeside Path, Camp

Website: www.annastokke.com

X: @rastokke

LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c