Science of Math: The movement everyone's talking about with Sarah Powell (Ep. 65)

In this episode, Anna is joined once again by Dr. Sarah Powell, a professor at the University of Texas at Austin whose research focusses on supporting students with math difficulties. They respond to a recent NCSM statement criticizing the Science of Math movement. Anna and Sarah unpack what the Science of Math is and why high-quality evidence matters.  They address misconceptions about explicit instruction and “one-size-fits-all” teaching and explore why math instruction deserves the same scientific scrutiny as reading instruction. This episode is a must-listen for educators, school leaders, policymakers, and parents navigating the current math education landscape. This episode is also available in video at www.youtube.com/@chalktalk-stokke SHORT COURSE  La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching TIMESTAMPS [00:00:22] Introduction and an overview of the NCSM statement [00:10:25] What is the Science of Math? [00:12:07] Is this only about special education? [00:14:24] Math learning through the general lens of learning science [00:17:19] Is the Science of Math equivalent to the Science of Reading? [00:20:01] The instructional hierarchy applies to learning anything [00:24:07] The same groups tried to discredit What Works Clearinghouse [00:26:30] Responding to claims about research citations [00:29:49] Addressing the NCSM’s claims about quantitative research [00:31:21] Why quantitative research and data matter [00:38:24] Why alignment with IES and What Works Clearinghouse is a strength, not a flaw [00:40:18] Importance of measuring learning  [00:42:59] Strange statements about an impoverished pedagogical approach [00:47:30] Misconceptions about explicit instruction [00:51:25] Is there quantitative data that supports mixed approaches or inquiry? [00:55:20] Does explicit instruction fundamentally minimize learners' autonomy? [00:56:32] Final Claim: The one-size-fits-all teaching method [00:58:04] Problems with the phrase “math wars” [00:59:59] Why is there such strong resistance to The Science of Math? [01:02:51] Final Thoughts RELEVANT PREVIOUS EPISODES  Reading and math: Parallels and pitfalls with Matt Burns https://www.podbean.com/ew/pb-8aj3f-1508af6 Red flags in education research with Ben Solomon https://www.podbean.com/ew/pb-cp5xt-156072c Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d Supporting students with math difficulties with Sarah Powell https://www.podbean.com/ew/pb-ciqgm-17def6b The power of explicit instruction with Anita Archer https://www.podbean.com/ew/pb-93dcw-19a3530 Mailbag: Building Thinking Classrooms, number talks, & more with Zach Groshell https://www.podbean.com/ew/pb-stw9g-186807f   EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-65-transcript EPISODE RESOURCES https://www.annastokke.com/resources/ep-65-resources   MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social