This solo episode, hosted by Anna Stokke, provides educators, parents, and students with practical, research-backed methods to develop math fact automaticity. These techniques have been shown to work with a wide range of students across age, skills and settings. Key techniques discussed include flashcards, cover-copy-compare, taped problems, incremental rehearsal and explicit timing, with detailed instructions for how best to implement each technique.

Call to action: If you know someone who might benefit from this episode, please share it with them!

NOTE: The resource page contains resources to help listeners implement the techniques discussed as well as supporting research: http://annastokke.com/ep-36-resources

TIMESTAMPS

00:00 Introduction

01:19 The Importance of math fact automaticity

03:00 Understanding automaticity

06:17 Acquisition stage

06:50 Fluency stage

08:35 What basic facts?

09:06 When should students have math facts mastered?

09:49 Pairing the stimulus with the response

11:13 Using flashcards effectively

13:25 Incremental Rehearsal

15:13 Cover, Copy, Compare Method

17:49 Taped Problems: Beat the Computer

18:57 Should you use games?

20:52 Explicit timing for fluency building

21:14 Why timed practice is essential

22:31 When to introduce timed practice

24:28 Consistency and Daily Practice

25:01 Conclusion and Call to Action

RELEVANT PREVIOUS EPISODES

Ep 30. Math fluency matters with Brian Poncy https://www.podbean.com/eas/pb-pj6z6-166741e

Ep 29. Math fact crisis with Brian Poncy https://www.podbean.com/eas/pb-u9y84-165d773

Ep 20. Reading and math: parallels and pitfalls with Matthew Burns https://www.podbean.com/eas/pb-8aj3f-1508af6 Ep 17. Do timed tests cause math anxiety? with Robin Codding https://www.podbean.com/eas/pb-9qahp-14aed8a

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

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-36-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-36-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Momentary Ease, Betty Dear Podington Bear – Camp Scott Holmes – Happy Logo 3

Website: www.annastokke.com

X: @rastokke

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

Join Anna Stokke in conversation with two university math instructors, Dr. Darja Barr from the University of Manitoba and Dan Wolczuk from the University of Waterloo.

What does it take to succeed in university math? Which topics are most critical for success in university calculus? They cover these questions and more in this episode, which is a must-listen for educators, parents and aspiring university students.

They talk about the importance of algebraic fluency and other key concepts essential for success in calculus. They examine the gap between high school preparation and university expectations, touching on grade inflation, the role of diagnostic tests and the value of high school exams with a discussion on the testing effect along the way. They highlight the importance of effective study habits, perseverance, and the ability to self-assess and seek help when needed.

NOTE: The resource page contains useful information regarding the transition from high school to university math: http://annastokke.com/ep-35-resources

TIMESTAMPS

[00:00:00] Introduction

[00:03:14] Description of university calculus class

[00:04:55] Why preparation for calculus is important

[00:07:47] Degrees requiring calculus

[00:08:36] High school topics needed for success in calculus

[00:11:11] Importance of algebraic fluency

[00:14:29] Trigonometry and committing facts to memory

[00:22:30] Diagnostic tests

[00:26:14] Relationship between pre-calculus and university calculus grades

[00:32:36] Physical invigilation vs remote diagnostic tests

[00:34:32] Challenges of high school to university transition

[00:38:07] Grade inflation and the role of standardized testing

[00:43:28] Importance of high school exams

[00:45:29] The testing effect

[00:50:33] Initiatives to support university students

[00:57:06] Characteristics of a successful university math student

[00:59:43] Advice for first-year university students

[01:02:31] Closing remarks

RELEVANT PREVIOUS EPISODES

Ep 15. Modern relevance in the math curriculum with Brian Conrad https://www.podbean.com/ew/pb-gek66-148967a

Ep 11. California’s math controversy with Jelani Nelson https://www.podbean.com/ew/pb-d3bai-144ec76

Ep 7. How to excel in math and other tough subjects with Barbara Oakley https://www.podbean.com/ew/pb-bqs8p-14068f2

Ep 16. Applying cognitive science to education with Daniel Willingham https://www.podbean.com/ew/pb-szugf-149dff1

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

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-35-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-35-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Little Poder, Thannoid Podington Bear – Camp, Kitten

Website: www.annastokke.com

X: @rastokke

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

Join Anna Stokke in conversation with Dr. Kimberly Berens in Episode 34 of Chalk & Talk. Kimberly is a behaviour scientist, an author, and the founder of FIT Learning. They discuss the fundamentals of behaviour science, the importance of measurable outcomes, the role of reinforcement, and the application of behaviour science to effective instruction, particularly in math. They also cover concepts like fluency, retention, and endurance in learning. They discuss the effectiveness of Direct Instruction, precision teaching and curriculum-based measurement in bringing about significant improvements in student performance.

Kimberly is a passionate advocate for systematic educational change based on scientific approaches. This episode will be of interest to educators, parents, policy makers, and anyone with an interest in improving educational outcomes.

NOTE: The resource page contains a list of research articles mentioned in the episode: annastokke.com/ep-34-resources

TIMESTAMPS:

[00:00:00] Introduction [00:02:25] Understanding behaviour science [00:05:23] Behaviour science vs. cognitive science [00:08:28] Defining fluency [00:12:40] Applying behaviour science to math instruction [00:18:01] Do different students learn differently? [00:22:43] How to measure learning [00:28:47] Math anxiety, math trauma and the problem with labels [00:34:56] Combining DI, precision teaching and curriculum-based measurement [00:38:40] The problem with hand raising [00:42:00] Flexible ability grouping [00:47:20] Breaking ineffective traditions [00:51:49] Measuring conceptual understanding [00:57:41] Project Follow Through [01:00:20] The Great Falls Precision Teaching Project [01:03:28] Fit Learning's practices and outcomes [01:06:37] Final thoughts and call to action

RELEVANT PREVIOUS EPISODES

Ep 32. Identifying and educating advanced students with Jonathan Plucker https://www.podbean.com/ew/pb-y6cxs-16ad6f1

Ep 30. Math fluency matters with Brian Poncy https://www.podbean.com/ew/pb-pj6z6-166741e

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

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-34-transcript

EPISODE RESOURCES

https://www.annastokke.com/ep-34-resources

MUSIC

Intro and Outro: Coma Media – Catch it Blue Dot Sessions – Little Poder, Tall Harvey Podington Bear – Camp, Kitten

Website: www.annastokke.com

X: @rastokke

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