Dr. Rosemarie Truglio (00:00):
Children don’t come with this math anxiety. Math anxiety is learned.

Bethany Lockhart Johnson (00:07):
Welcome back to Math Teacher Lounge. I’m Bethany Lockhart Johnson.

Dan Meyer (00:11):
And I’m Dan Meyer.

Bethany Lockhart Johnson (00:12):
Hello, Dan Meyer.

Dan Meyer (00:14):
Great to see you, Bethany. We are on episode three. Can you believe it?

Bethany Lockhart Johnson (00:18):
So, I feel like we’ve just started scratching the surface about math anxiety. We’ve talked to two amazing researchers. We’ve talked about what math anxiety is, how it’s often screened for some of the causes, some of the consequences … I mean, we’ve had some good conversations. Dan, what do you think?

Dan Meyer (00:38):
Definitely, I think that the consequences have only grown more dire in my head. I’m not sure how you feel about the consequences. But, you know, it is enough for me that we ask students to take mathematics for much of their childhoods, to worry about their anxiety, taking that. But to hear about from these researchers about all the different things that correlate with math achievement and math anxiety—talking about future careers, certainly, but even some other, more serious lifelong concerns? That gives me a lot of motivation to continue this study of math anxiety here with you on the show.

Bethany Lockhart Johnson (01:14):
It is really widespread. It has a big impact, not only on students, but on parents, on educators. You know, it’s—

Dan Meyer (01:23):
Multi-generational.

Bethany Lockhart Johnson (01:25):
Yes. And you know, so often when folks think of math anxiety, what I hear them say is, “Oh, yeah, in high school is when math really ramps up. That’s when anxiety starts.” But we know that it starts in our youngest learners. And our research has already backed that up. We know it. I’ve seen it in my classroom. You may have seen it with some students you work with. And let me tell you, it starts young.

Dan Meyer (01:52):
It does start early. Right now, I have a son that’s just started kindergarten, and he seems relatively math-positive, but we’ve known from our interviews on this show and other kinds of experiences that oftentimes, that feeling —that math is for me, and I am for math, and we are all friends — can turn on a single moment. It seems like one teacher says a thing that changes a student’s perception of themselves as a mathematician or of math itself. So I keep waiting with bated breath, hoping not to find that one moment that changes our current open posture towards mathematics. So now it’s time to really dive into some strategies for combating math anxiety.

Bethany Lockhart Johnson (02:34):
To help us out, we’ve called on a pretty exciting guest. I am so excited, Dan Meyer! We are being joined by Dr. Rosemarie Truglio. She is Senior Vice President of Curriculum and Content at Sesame Workshop. Sesame Workshop! As in, “Tell me how to get to Sesame Street.” Dan, I have to tell you, I spent many, many hours of my childhood watching Sesame Street. I have to ask, do you have happy Sesame Street memories? Is this part of your formation, Dan Meyer?

Dan Meyer (03:08):
At this point? In my advancing years, and the brain cells that I have left, Sesame Street is really kind of just a vibe in my head. But that vibe is such a pleasant one. One in which like nothing bad could happen. One in which learning is common and normalized and fun. And you just kind of feel at home, constantly.

Bethany Lockhart Johnson (03:33):
I don’t know about the “just the vibe” part, because for me, it is visceral. I’m there. I am actually … I mean, I might still be there.

Dan Meyer (03:42):
You could reenact some of the skits?

Bethany Lockhart Johnson (03:44):
. You didn’t watch Sesame Street with your kiddos when they were younger?

Dan Meyer (03:49):
We watched a lot of Elmo. A lot of Elmo. Yeah.

Bethany Lockhart Johnson (03:52):
Next-generation Sesame Street. Well, I think it’s so perfect that we’re gonna be talking about what Sesame Workshop does to help combat math anxiety and create a positive connection and relationship with mathematics. So I’m really excited to hear what Dr. Truglio and her team have been working on. And here’s our conversation with Dr. Truglio.

Dan Meyer (04:15):
Welcome to the show, Dr. Truglio. It is an honor.

Dr. Rosemarie Truglio (04:18):
Great to be here. Thank you for inviting me.

Dan Meyer (04:20):
You are Senior Vice President of Curriculum and Content at Sesame Workshop, which definitely sounds like the coolest job in the world to both four-year-old me and also Now me. Would you just help us help us with some backstory of how you ended up here, and what you do at Sesame Workshop?

Dr. Rosemarie Truglio (04:38):
Sure. It is a pretty cool job. And I am very fortunate that I’ve been in this position for the past 26 years. So, I am a developmental psychologist, and my job is to help Sesame Workshop identify curriculum needs, so that we could address them in the content that we create on the show and across our various platforms. So, Sesame Street is currently in its 53rd season. And we just, wrapped production for the 54th season, which we’ll debut next fall. And Sesame Street began with an experiment: Can television actually teach children school readiness skills, to have them better prepared for school? Especially those children who did not have access to formal education during the preschool years? And it is what we call a whole-child curriculum, because we’re dealing with all of the school readiness needs. So that that includes the academic needs, their social-emotional needs, and their health needs, as well as what we call these cognitive processing skills—how children learn content. Right? So it’s not just content skills, but how you approach learning and how you actually learn content. So as a grad student, I was fortunate to work at the Center for Research on the Influences of Television on Children. Very special center. It was at the University of Kansas. And my advisors, developmental psychologists, they studied the effects of television on children, both the positive effects and the negative effects. And so part of their research was to actually look at the longterm educational effects of Sesame Street. So I was working with Sesame Street content as a grad student, and then came to New York City. My first job was Assistant Professor at Teachers College, Columbia University. And when this position became available, Director of Research at the time, it was called, I took that job. And so my job was to oversee both the curriculum and the implementation of the curriculum, as well as the research. Because what we know, our co-founder, Joan Ganz Cooney has always said, for Sesame Street to be a successful educational program, production has to work closely with early childhood educators. They are the ones who know the curriculum and, and develop the curriculum goals, as well as the developmental psychologists who actually study how children are paying attention to the content. But more importantly, what are they comprehending from the content? And we all have to work together. Because even though we are the experts, the real experts are the children themselves. So nothing is deemed final until we actually show the children and see what they are learning from the content that we are producing.

Dan Meyer (07:54):
Are you referring to like, test audiences of kids then?

Dr. Rosemarie Truglio (07:57):
Yeah, I guess you could call it test audiences. I mean, I don’t. I don’t like to call it that because I see them as co-collaborators. I don’t see them as a test audience. Because, as I said, they’re the experts. It’s a collaboration. I mean, they’re the experts. And so I wanna know—

Dan Meyer (08:12):
As collaborators. I got it now. Yeah.

Dr. Rosemarie Truglio (08:14):
They help us. So that’s exactly what we tell the children too. So it’s called formative research. You know, we, we do what we call, um, storybook testing, an animated version of a storybook to have some little movement and see are they finding the story engaging, but more importantly, are they picking up on the intended educational lesson that we’re trying to teach in the story. So they are co-collaborators. they’re the ones who are helping us get the story just right for them.

Dan Meyer (08:46):
That’s really exciting, and makes me think about what classes might be like if students were regarded in that kind of lens as well. I just wanna say that my four-year-old self is on this interview as well, and is re-contextualizing all the stuff I saw as a kid. And it just felt like, at the time, you folks turned the camera on and went down to the street and we just had this real natural time. And it’s great to hear about all the intense preparation and co-construction at work and work that went into that time. Yeah,

Dr. Rosemarie Truglio (09:12):
It’s about a year preparation from start to finish. From the start of identifying, “What is the educational need? Is it an academic need? Is it a social-emotional need? Is it a health need? Is it a cognitive-processing need?” And then once we have the need identified, we have what we call a curriculum seminar. We bring in the experts who are studying this topic with preschoolers, because we wanna get it, we wanna get it right.

Bethany Lockhart Johnson (09:41):
Which, by the way, little behind the scenes: How often do you get to go to set?

Dr. Rosemarie Truglio (09:46):
So we’re in a production probably about six weeks out of the year. Covid really messed things up. ‘Cause we have to be really—we have very strict Covid protocols, but there is someone on my team—and sometimes we have to, you know, rotate for availability—but there’s always an educator on set.

Bethany Lockhart Johnson (10:06):
Awesome.

Dr. Rosemarie Truglio (10:07):
Because even though you stick to the script, questions arise; they wanna make changes; sometimes they have to cut; things are running too long and they have to cut and we gotta figure out where to cut. So there’s always an educator on set.

Bethany Lockhart Johnson (10:19):
But sometimes you go and have lunch, like—.

Dr. Rosemarie Truglio (10:21):
Oh, I go, yes. Sometimes I go—

Bethany Lockhart Johnson (10:23):
And just hang out with Big Bird, right?

Dr. Rosemarie Truglio (10:24):
Sometimes I go hang out with Big Bird. No, those are my friends!

Bethany Lockhart Johnson (10:27):
They are!

Dr. Rosemarie Truglio (10:28):
No, no, I go hang out with them. They’re my friends. Yes.

Bethany Lockhart Johnson (10:32):
When I think about Sesame Street and I think about … like, I can’t help but smile. Because I think I have such fond memories of the characters. I mean, we invited them, my mom invited them, into our home, right? And, you know, now I have a two-year-old and there’s no doubt that I’m gonna introduce him to Sesame Street. And I see how it really does feel like the folks who are doing this work, you and your team, you have a deep respect for children. So it makes sense that you call your test collaborators “collaborators,” right? They’re a part of it. And you know, I love that. And Sesame Street makes me smile. However, I’m like, we’re talking about math anxiety. And it’s so interesting, because as Dan and I were talking about our memories of Sesame Street … you know, it’s like Sesame Street feels like there’s not much anxiety. I mean, there are problems, and there’s problem solving, and it’s not like everything is perfect. But we figure it out. And it’s OK to make mistakes and it’s OK to try again. And a lot of times, we don’t see that in the math classroom—or at least, how folks talk about math. So, how do you all think about anxiety, about how to prevent it? Like, when you’re doing your work, you know that math anxiety is a real thing. But then that’s not translated in these experiences and the relationships with math that you’re building with your viewers.

Dr. Rosemarie Truglio (12:07):
Yeah, that’s a really good question, because it’s really easy, because our core audience are two- to four-year-olds and they love math. And what’s not to love, right? Because they are figuring the world out as they’re exploring the world. So you said something really interesting, that when you turn on the TV—when you turned on the TV when you were a child, and now you’re a mom of a two-year-old, we wanna make sure that the show represents content that is relevant and meaningful to our target audience. And that comes through with the characters. So all of our characters have very specific personalities, as all children do. And our characters represent all children, in terms of not only personality, but interest and learning styles, ’cause we wanna see—we wanna make sure that children see themselves in these characters. And we have a character who actually loves math. And he’s The Count.

Bethany Lockhart Johnson (13:12):
I’m like, “I know! I know who it is!” I will save you my impression. Although I have done it for my child. But I’ll save our listeners .

Dr. Rosemarie Truglio (13:20):
And you know, he’s an adult character. Some of our characters are preschoolers, like Elmo and Abby—they’re preschoolers—and Zoe. But The Count is an adult. He lives in the castle and he just loves numbers. But what’s really important is while we have The Count to explain—not explain to, but to portray to children, cause we don’t explain anything; we show children that math is more than number, right? Math is a pretty wide concept. Which is what I love about math. And the other thing about math is math language. The language of math. ‘Cause when we’re teaching children vocabulary words, we’re also teaching children the concept. Be it a math concept or a science concept or a social-emotional concept. So children don’t come with this math anxiety. Math anxiety is learned and it’s unfortunate. It’s picked up by their observations of the adults in their lives, who sometimes say out loud, “I don’t like math,” or “Math is hard,” or even worse, “I’m not good at math.” Or may even label it as math anxiety. That word won’t mean anything to a young child. But it then provides a, whaddya call it, like a negative valence for something that they never felt negative about. Because as they’re growing and interacting with the world, math is all around them. And there’s that sense of awe and wonder and joy, especially as they’re learning and they’re figuring it out. So I think we have to reframe math. Instead of saying “math anxiety,” we have to talk about the joy of math and all the wonderful joys that come with the exploration of these math concepts. Number is great. We know kids love numbers. We know that they love to count and use a big word here: enumerate . Because so many parents don’t make this distinction. They’ll say, “Oh, my child is counting!” Well, there’s rote counting, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, which is important. But then it’s like there’s an item for each number. So it’s one Cheerio, two Cheerios. And then as you point to each number, you are then figuring out what the set is, of the number of objects that you have. And then you get at what I love to call the meaningfulness of math. Right? Number has meaning. And as I said, it’s all part of your everyday activities. It’s part of—it’s in your kitchen; you’re following recipes; you’re measuring; you’re weighing. It’s at bath time, right? You could have the sorting of nested cups and you could, you know, and once again, the math language: big, bigger, biggest. These are relational concepts. You could then count what sinks and what floats, if you’re doing science. And then you could put them in two different buckets, and count. These are the items that sunk and these are the items that float. So math and bath time could be a lot of fun. And then there’s math and music. Music is so rich with math, as you talk about rhythm and tempo and dynamics and pitch and duration. That’s all math.

Bethany Lockhart Johnson (16:57):
The way that you talk about it, it is so rich, right? It is so multi-layered. And you know, I’ve shared on the podcast before: I’ve actually had parents in parent-teacher conferences say that, “Well, I wasn’t good at math either,” or “Math’s really not my thing.” And it’s really—it is, it’s rooted in that fear. And so I do see the way that you’re talking about it; I see that come through in Sesame Street. That, in a lot of ways, it’s reeducating parents, right? Because we hope that our caregivers are sitting next to their kiddo and enjoying it together and having conversations about it later. And there’s a way that parents then are also getting their own sense of what math can be, expanded. And I think there’s such a beauty in that. And I love the way that you talk about that, that you really are looking at, “Well, we wanna celebrate counting and the joyfulness of that. And let’s use math talk, you know, and let’s use these words and try out these ideas.” And it’s not because you’re trying to check some list. But you’re really exploring it and having fun together.

Dr. Rosemarie Truglio (18:03):
And you’re embracing it. And you mentioned the word “mistake.” So often when it comes to math, if you make a mistake—you make a mistake in counting or, you know, we’re not doing a lot of math equations on Sesame Street, but that’s when people feel like they can’t do math. ‘Cause they made a mistake. And that’s something that we are trying to address on Sesame Street, that it’s OK to make mistakes and you learn through mistakes. But you have to have—and I’m gonna come up with this other phrase now—you have to have what we call a growth mindset. What that means is that I may not be able to do this yet. Like, it’s called “the power of yet.” So we know that learning any concept, it takes time and practice. And how do we have children embrace the process, right? So often we focus on right and wrong. Now, there is right and wrong with math, of course. You know, there’s a right answer and there’s a wrong answer. But how do we focus, not on the end product, but the process through which you are engaging in? So let’s talk about measurement. Let’s talk about measuring the length and the width or the height of something. You might make some mistakes along the way, but you’re processing it. My son used to make all of these little structures for all his little play animals. Well, you know, he would measure and think he got it right. And then when he put the animals in, of course, you know, either the animal was too wide or it was too tall. And he would have to redo it. But you’re not redoing it from scratch, you’re redoing it now from experience. “I realize that if I’m gonna put the giraffe in with the elephant, I’m gonna need something wide as well as high.” Right? For the length, tall. And that’s process. And then, for children, when they figure it out, that “oops” and “aha”—the “aha” was like, “I did it!” And it’s so empowering, you know, giving them agency—not swooping in and saying, “All right, I’ll fix it for you. You know, we got the wide elephant and the tall giraffe and I’ll you know…”. NO! Having them do it. And another fun activity is in what we call informal measurement. And that’s like getting something of an equal size. It could be paper clips or it could be same-size blocks, and then measuring how long something is. So if it’s measured by blocks versus paperclips, you’re gonna have a lot more paperclips than you are blocks. And that kind of comparison is so fascinating for children. And so that’s measurement. And now we have counting. Like, how many paperclips long is something versus how many blocks long is something.

Dan Meyer (21:02):
So checking my understanding here, you’ve talked about how caregivers and other adults can transmit math anxiety by naming it and claiming it for themselves. And you’ve talked about, some really exciting ways that adults can involve students and kids in different kinds of math. I’d love to go upstream with you a little bit and wonder out loud, where does this anxiety come from initially? It’s gotta be more than adult one to kid two talking about anxiety, and transmitting it from human to human. What is the original spring from which all this anxiety flows?

Dr. Rosemarie Truglio (21:36):
Yeah. I do think it does—a lot of it does come from the adults in their lives. It’s unfortunate, because there is a lot of math talk about it, right? I can’t do math; I’m not good at math. Even when you’re at a restaurant and you get the bill and someone’s figuring out the tip, I can’t tell you how often it’s like, “Pass the bill, because I can’t do math.” Or if you actually then bring gender into it, you know, “Oh, girls aren’t good at math,” and that’s not true. There’s no evidence of that whatsoever, right? So in the younger grades, there’s no gender difference in terms of math ability. What’s also interesting about even socioeconomic status differences, you don’t see a lot of differences between low-income and middle-income children when it comes to math skills. Where you see differences is children’s ability to talk about their mathematical thinking. So if a child doing a math problem is asked, “How did you solve the problem?”, low-income children don’t often have the language to explain their thinking. So that’s something that we did on Sesame Street, where we focused a lot on what we call math talk. So, not just show number and show doing math, but actually narrate and giving the language. Because math literacy is one of the predictors of overall school achievement. So there’s that. They’re getting it from the adults in their lives. They’re getting it, unfortunately, sometimes from their teachers. But I think the anxiety comes from the fear of making mistakes. Because math, there is right and wrong, and always wanting to get the right answer. So that’s why this whole idea of reframing, and saying, “But really, it’s in the process.” So, you know, my son, math is not his strong suit. And I’ve been doing a lot of growth mindset with him as well. And there was a teacher that he had—I think in like 10th or 11th grade—who said, “In a test, I don’t wanna—I’m not even gonna look at the answer. I wanna see the process through which you GOT to this answer. And I’m going to grade the process. So the process could yield a right answer; it could yield a wrong answer. But you’re gonna get graded on the process. Because I wanna see how you are approaching the problem and how you’re thinking it through.” And I think that is a great example of, maybe, to try to reduce math anxiety. Because if you can get people excited about the process through which you’re learning—and that applies to all subjects, it’s not just math!

Bethany Lockhart Johnson (24:36):
I’m like, that applies to life! Right?

Dr. Rosemarie Truglio (24:38):
That applies to life!

Bethany Lockhart Johnson (24:39):
That’s so spot on. Wow. Yeah.

Dr. Rosemarie Truglio (24:41):
But I think that there’s so much focus on right and wrong, and not really understanding the value of the process. So on Sesame, we’ve been doing a lot of “oops” and “ahas.” You know, we’re gonna make mistakes, but what’s important is what do you DO when you make a mistake? So there’s a great episode with The Count. A couple of years ago. The Count was counting. Something he does every day. A lot of time, every day, ’cause he’s obsessed with counting and numbers. And he was counting an array of items.

Gladys the Cow (25:17):
I need 10 sandwiches all together.

The Count (25:22):
Well, of course.

Dr. Rosemarie Truglio (25:23):
And he made a mistake.

Elmo (25:25):
The Count?

The Count (25:25):
Hmm?

The Count (25:25):
Elmo thinks The Count made a little mistake.

The Count (25:31):
No mistake.

The Count (25:32):
Mm-hmm. Yeah.

Dr. Rosemarie Truglio (25:33):
And first time ever, did he make a mistake. And he fell apart.

The Count (25:38):
I must make sure that that never happens again. So I shall never count again.

Dr. Rosemarie Truglio (25:46):
And that’s an example of showing that, you know, you could get upset when you make a mistake, but what’s important is you gotta come back and you gotta come back to doing what you love. In his case, is counting and letting him know that it was an “oops.” But you learn that mistakes are OK. It’s OK to make a mistake and continue to do what you love.

The Count (26:13):
I must keep trying and you should, too.

Elmo (26:17):
Yeah!

The Count (26:17):
So come, let’s count the carrots together!

Elmo (26:18):
Oh, cool!

Bethany Lockhart Johnson (26:19):
And what a beautiful gift to show kiddos. Show that to kiddos, right? And to the adults. I wanna, you know, really acknowledge it, and say, “Hey look this, it’s OK.” And again, you’re giving them that language. That’s such a gift.

Dr. Rosemarie Truglio (26:34):
Thank you.

Dan Meyer (26:34):
We spend a lot of time wondering why other subjects don’t seem to suffer from this negative perception. And I think you’ve unlocked a lot of that. You’ve mentioned that there are issues that cut across different subject areas, but I think from my own experience and research and interviews, it seems that in ELA and the social sciences, there’s this aspect where you need to come up with a claim and “how are you seeing this?” And there are multiple defensible claims. And I love how you imported that generous pedagogy over into math with this example of a teacher who says, “You know what? It’s about the process here.” Disassociating answer and process.

Dr. Rosemarie Truglio (27:09):
And I think the other thing is like, when children are engaged in a project, for parents to point out: “You’re doing math!” Because they don’t realize that they’re doing math. Once again, math is so often equated solely with numbers and mathematical computations. So it was really interesting—the same is true for science. You know, when we’re talking to parents about the use of everyday—like, going to the supermarket or making dinner or bath time, there’s so much math and science in the everyday. And then when you point it out to them—”you’re doing math”—it’s like, “I’m doing math!” Like, you’re setting the table for a family of six: you’re doing math. That’s called one one-to-one correspondence. “I’m doing math: I’m setting the table.” Yeah, but you’re doing math. You can’t set the table because you have to know how many people are gonna be sitting at the table for dinner. You can’t follow a recipe without doing math. You can’t go shopping without doing math. There’s quantity; you gotta figure out how many peppers you gotta buy, or pounds. “I gotta get a bunch of potatoes and I gotta put ’em in the scale. And I have to get two pounds of potatoes.”

Bethany Lockhart Johnson (28:29):
So your book Ready for School: A Parent’s Guide to Playful Learning for Children Ages Two to Five. First, as a parent of a young toddler, I gotta say it’s such a tool; it’s such a resource. It’s very conversational. And I think about these ideas a lot, both in my work and, you know, just for fun. And yet, even if this wasn’t my chosen field, I still feel like it’s just so accessible. And I wanna flag something.

Dr. Rosemarie Truglio (29:01):
Thank you.

Bethany Lockhart Johnson (29:01):
Yeah, no. Thank YOU. . I wanna flag something that you said in the math chapter You were talking about the joy of math, and you said when it comes to our children, caregivers: “take pleasure in reading stories together, especially at bedtime, which in many households is a regular part of a child’s routine. But somehow the notion of introducing math concepts to our children seems daunting. In fact, some studies have shown that parents harbor a strong belief that while it’s important and pleasurable to support their child’s reading skills, it’s the responsibility of the schools to take care of teaching math.” And that quote, I highlighted it, I starred it! And I would love for you to say a little more about that, because you have given us already, like, a bounty of ideas that as caregivers we can do with our kiddos or the kiddos in our lives. And we’ve seen that even what they’re learning in school, it may not be the freeing, joyful math language that we hope our kiddos have access to.

Dr. Rosemarie Truglio (30:05):
Yeah, I’m glad you brought that up. Because a lot of our focus is on how children learn through playful experiences, and how they learn through play in particular. And there are so many playing, either a game or even playing ideas—like we talked about building, you know, a house for animals or building a fort. It’s just so filled with math. And I wish I could narrate for every young parent how I would hope that they would talk as they are co-engaged in this activity. And I think … we asked about, with the anxiety, the adults have to find the joy in math first. They have to see the math. That’s the problem. That’s why I hope that my book provides that. I want you to know that you are doing math and I want you to know that your child is what we call a mathematician—or in the science chapter, is a STEMist. Your child is already doing science, technology, engineering, and math. STEM is so integrated. So to acknowledge them—because babies are doing math! Babies know, they can distinguish between a small quantity and something that is a of a larger quantity and want the larger. Right? So, it’s natural for them. And they are taking it all in. I mean, the joy of watching a child just early counting: you know, one, two. And trying to then figure out the meaningfulness of two. It’s not three objects. There are actually two. And for a parent to see the joy in that I think is step one. And then to see the richness and how expansive math is, and that power of, oops, “I made a mistake, don’t freak out,” and then [not] say, “See, I’m not good at math,” but say, “Let me try again. I know I could figure this out.” Right? It’s all of that supportive language and supportive experiences that builds this mindset, a positive mindset. So that you hope that when you get into the higher grades, they’re not walking in and saying, “I can’t, I can’t do math.”

Dan Meyer (32:26):
Yeah. Super helpful. I think you point at one of the grownups—great powers in the world of kids, which is to label. To name things. And you know, you’ve talked about how grownups should ideally downplay some of their negative experiences with mathematics for the sake of the kid, but also to play up the positive stuff that they’re doing as mathematics. Like that right there, that’s math. I would love to know … you have an extremely loud megaphone to communicate messages about math and the world and everything through Sesame Street. One of the biggest that there is—and I just wonder if you could step out and imagine you had a magic wand to wave over the world in which students grow up, play and learn—what would you do like to help students have better associations or less math anxiety? And, you know, learn more about math itself?

Dr. Rosemarie Truglio (33:19):
If I had a magic wand, I would give everyone what we call a growth mindset that nothing is fixed and everything can be changed if you put the time and effort into the process, and enjoy the process. The joy of learning. I think, you know, it’s really sad. I don’t wanna be sad on your show. But when we were getting ready for the 50th anniversary, I was wondering, “What is gonna be the curriculum focus?” You know, we just came off of literacy and math literacy and social-emotional development. And we talked about the power of play. Playful learning. And building careers. Give children sophisticated play scenarios so that they could explore what they may wanna be when they grow up. Because there’s a concept: If I can see it, I can play it, I can be it. Right? So where are those portrayals? And it’s like, “What are we gonna do for the 50th?” And I had a convening of experts across all disciplines, and brought them into a room. And I said, you know, “What keeps you up at night? Like, what are you worried about?” Sort of like the State of the Union of Child Development. And this is where the sad part is. They talked about how that sense of joy, that sense of wonder, that sense of curiosity, that sense of flexible thinking and creative thinking, was disappearing in early childhood. Wow. If it’s disappearing in early childhood, we are in big, big trouble . ‘Cause I could see it disappearing later on, you know, as you advance in grade. But what do you mean, it’s disappearing in childhood? And then they talked about the fear of making mistakes. And that goes against—it’s the opposite of a growth mindset. And so we have to bring back that sense of joy, wonder, asking those why questions and embracing them. So it’s another problem parents have. They’re fine with the “why” questions until the “whys” become so difficult they don’t have the answers. And then they don’t want the “why” questions, because now they feel like they’re not smart enough to answer their child’s “why” questions. How do I flip that around to be much more positive and say, “You know, I don’t know! But let’s find out together. Let’s explore together; let’s experiment together.” That’s what I mean about the shift in the mindset, that growth mindset. We should not know all of the answers, but where’s the joy of, “Wow, I don’t know, let’s go find out together”? And that applies to math too. But you have to have that open mindset. You have to—you, as yourself, have to have that growth mindset.

Bethany Lockhart Johnson (36:20):
I love that magic wand. I want that magic wand! And I think what—like Dan said about this megaphone, this opportunity to reach so many young people, so many caregivers—what a gift! And I’m so grateful that you took time to be in the lounge with us, and that you have shared these ideas. Because truly, I think, like you said, it’s really our youngest learners, right? How can we create and cultivate these opportunities for our youngest learners to find the joy in mathematics and just in learning, right?

Dr. Rosemarie Truglio (36:54):
Yeah.

Bethany Lockhart Johnson (36:55):
So thank you. Thank you so much, Dr. Truglio. We are deeply grateful for your insight and for all the work you do. And we continue to invite the world of Sesame Street into our homes.

Dr. Rosemarie Truglio (37:08):
Thank you. Thank you for allowing us to come into your home, and for you to re-learn with your child as you’re watching Sesame Street. Because it’s very much a parenting show, as it is for a child-directed show, because we are blessed to have these wonderful human cast members who are the stand-ins for parents. And so we are often giving you the language for how to talk about and how to problem-solve together. So thank you.

Dan Meyer (37:43):
Thanks so much for listening to our conversation with Dr. Rosemarie Truglio, Senior Vice President of Curriculum and Content at Sesame Workshop.

Bethany Lockhart Johnson (37:51):
Dr. Truglio is also the author of Sesame Street Ready for School, A Parents Guide to Playful Learning for Children Ages Two to Five, and we’re gonna make sure we put a link to that in the show notes because it is really, really a rich resource. I’m diving in. I have so many ideas bookmarked that I wanna try out with my kiddo.

Dan Meyer (38:09):
Yeah, it’s really exciting to see—like, for a classroom educator, I just kinda assumed that a lot of math learning happens in the classroom context. That’s my lens. So yeah, I loved reading the book and seeing all the different opportunities for parents for just out there in the world, in front of your house, at the supermarket. All the different opportunities there are for mathematical thinking, and then to think about how to bring that into some of those routines and ideas into the classroom, into formal schooling.

Bethany Lockhart Johnson (38:35):
Exactly. Exactly. Like Dr. Truglio said, the caregivers’s disposition about mathematics matters so deeply. Your teachers’ dispositions about mathematics, their beliefs, the way that you hear people talking about math, that impacts our learners. That impacts—like, as a student, that impacts what you think is possible for yourself. So I love this, re-educating ourselves about what math can look like out in the world, in everyday conversations. I don’t know. I really, really appreciated this conversation with Dr. Truglio.

Dan Meyer (39:12):
Same. Yeah. We’d love to hear what you folks think about the work. the book, her ideas. Definitely get in touch with us. Subscribe to Math Teacher Lounge, wherever you get podcasts. And keep in touch with us on Facebook at Math Teacher Lounge Community, and on Twitter at MTL show.

Bethany Lockhart Johnson (39:27):
Also, if you haven’t already, please subscribe to Math Teacher Lounge wherever you get your podcast. And if you like what you’re hearing, please leave us a rating and a review. It’ll help more listeners find the show. And while you’re at it, let a friend know about this episode, because you enjoyed it; they might enjoy it. On our next episode, we’re gonna be chatting with Dr. Heidi Sabnani and taking a closer look at best practices for coaching teachers to reduce their own math anxiety.

Dr. Heidi Sabnani (39:56):
One of the teachers that I worked with had done her student teaching with a teacher who had math anxiety and who never taught math. And so she entered her teaching career never having taught math before or seeing it taught.

Dan Meyer (40:10):
Thanks again for listening, folks.

Bethany Lockhart Johnson (40:12):
Bye.

Dr. Erin Maloney (00:00):

It’s the anxiety itself in many ways that can cause people to underperform.

Bethany Lockhart Johnson (00:06):

Welcome back to Math Teacher Lounge. I’m Bethany Lockhart Johnson.

Dan Meyer (00:10):

And I’m Dan Meyer.

Bethany Lockhart Johnson (00:11):

This is episode two of our new season, all about math anxiety. Who has it? What is it? What do we do about it?

Dan Meyer (00:20):

I’m learning so much, learning a ton.

Bethany Lockhart Johnson (00:22):

I loved our first conversation with Dr. Gerardo Ramirez, episode one, our first episode of the season. Really, our goal with that conversation was just to—we need to talk about the basics of it, for reals. Like, what is math anxiety?

Dan Meyer (00:36):

What is it? How do you measure it? How’s it defined? Super-helpful stuff.

Bethany Lockhart Johnson (00:40):

There’s not only one way that it’s measured. But it’s like, in active research right now, how are folks making sense of it? And I think Dr. Ramirez did such a fantastic job of sharing that with our listeners. And I learned a lot. You learned a lot, Dan?

Dan Meyer (00:56):

I did. And I’m also super-excited to take that knowledge that we have developed together and go and build on top of it and keep on climbing up up the mountain here, and learn more about math anxiety. Which is why we’re super-excited to have a guest on, Dr. Maloney, who is going to help us learn more—especially about what happens to the brain when it’s experiencing math anxiety. There’s some really complex stuff that happens there, including the role of parents and educators in creating and resolving math anxiety. And I think we’ll also learn that the whole situation is a bit of a hot mess. And we’ll try to make it a little bit less messy together.

Bethany Lockhart Johnson (01:34):

Little bit less messy. Dan, if we do nothing else, can we make it a little less messy?

Dan Meyer (01:41):

I sometimes prefer more mess, but in this case I prefer less. So.

Bethany Lockhart Johnson (01:45):

I have a two-year-old, so everything is a mess.

Dan Meyer (01:47):

Your life is mess. Yes. <laugh> Right. Well, I’m excited for you folks to hear this. It was a delightful conversation, so yeah, tune in. We are joined by Dr. Erin Maloney.

Bethany Lockhart Johnson (01:56):

Let’s go. We are joined by Dr. Erin Maloney, associate professor in the School of Psychology at the University of Ottawa, where she directs the Cognition and Emotion Laboratory, as well as serving as the Canada Research Chair in Academic Achievement and Well-being. Welcome to the show, Dr. Maloney. We’re so excited to have you in the Lounge.

Dr. Erin Maloney (02:20):

Yeah, thank you so much for having me. This is fantastic.

Bethany Lockhart Johnson (02:24):

So our last season was all about math and joy. And even when I read your title, I felt more joyful. Like, somebody is thinking about academic achievement, but with well-being in mind. I love it.

Dr. Erin Maloney (02:39):

Aw, thank you.

Dan Meyer (02:40):

Cognition and emotion!

Bethany Lockhart Johnson (02:42):

E-mo-tion!

Dr. Erin Maloney (02:43):

I don’t think they can be separate. I think that you have to think about them together, ’cause they’re so intricately connected.

Dan Meyer (02:49):

Love that. People try, but we love that. Yeah. That’s our vibe here, too.

Bethany Lockhart Johnson (02:52):

People try. That was a big problem with my math anxiety. They just wanted…there was no room for my emotion. They’re like, stop weeping at your desk—

Dan Meyer (03:00):

It’s rearranging neurons….

Bethany Lockhart Johnson (03:01):

—you’re distracting the other children. So would you mind telling us the story of how you even got interested in this topic? You know, when you tell people that you study math anxiety—or, actually, I don’t know how you describe it to them; I’m hopeful you bring in that well-being part—but how did you get here? What do you, what do you, what do you…yeah, tell us! We love it!

Dr. Erin Maloney (03:23):

<laugh> I feel like what you’re actually asking is, “How did you make life choices that got you to here?” <Laugh>

Bethany Lockhart Johnson (03:29):

Justify your life choices! Ready? Go!

Dr. Erin Maloney (03:32):

<laugh> Whoo. OK. So, all right. So we often, in psychology, we joke that instead of doing research, we do “me-search.” And that’s, that’s admittedly true in my case. I was a student who absolutely loved math up until about eighth grade, and then something changed, and all of a sudden I was terrified of math and I had absolutely no sense of self-efficacy in it. Despite trying really hard, I was extremely anxious about it. And so I initially, I set out…my parents were completely convinced that I was absolutely capable of doing mathematics and that I was getting in my own way. And when I went to university, I decided to prove them wrong. So I set out to prove that some people just can’t do math, and that’s the end of it. And, you know, 20 plus years later, my parents were right. And it turns out that many people—well, I would argue virtually everyone—can do math. And that if you are really anxious about it, it can get in the way. And interestingly, you know, in, in the years that we’ve been doing this research, there’s really good strategies that can be used—that hopefully we get a chance to chat about—that can really help reduce the amount of anxiety that students are experiencing. But I really did set out, like the bold teenager that I was, to prove my parents wrong. And that backfired <laugh>. So I know it’s kind of a strange answer, but it’s the truth. So I was really interested in understanding why it was some people just could not do math.

Dan Meyer (05:10):

That makes two for two so far, on guests for this season who did a version of me-search. And I feel like this is pretty common for a lot of researchers. Like, I wanna figure out…my experience as a teacher, the part where you, I think, diverge from a lot of people I knew in grad school, myself included, is that you actually let counter evidence change your perspective on things. Whereas I feel like a lot of us go in: “I know this is true and I’m gonna gather data!” and lo and behold, I’m true! But only now, with the research TM, you know, trademarked research, attached to it. So that’s, really exciting. Thanks for sharing that.

Dr. Erin Maloney (05:43):

No, you’re welcome.

Bethany Lockhart Johnson (05:44):

But don’t people say that the more personal you get, the more universal it is? Right? So if you go and get your doctorate about something that you think is just your experience or in your brain, then people are gonna be gonna be like, “Wait a second; you think that too?” “Wait, that math anxiety isn’t just you?” I don’t know, it sounds like a pretty great path to me. When you tell folks that you study math anxiety or when you’re speaking to folks about your research, do you find that there is a lot of folks who relate to what you’re studying? Or how does that conversation typically go?

Dr. Erin Maloney (06:20):

Yeah, so it is I think an extremely relatable topic. Not in the sense that everyone experiences anxiety about math, but everyone seems to know somebody who’s really anxious about math. Or everyone’s at least aware of the stereotype that like some people are math people and some people aren’t, and that’s just the way it is. So it feels like everyone has feelings about math and everyone seems very happy to share those feelings. So one thing I’ve always found really interesting, and actually, so I, I know you mentioned that you had Gerardo on recently. Gerardo and I have had really interesting conversations about how people are really quick to tell you that they hate math and they can’t do math, and they’re anxious about math. And I’ve yet to have anyone ever tell me they hate reading, they can’t read, they’re really anxious about reading as an adult. So for some reason math seems really different. And in that sense people always seem to be pretty excited to talk about their feelings towards math.

Dan Meyer (07:23):

Yeah, definitely. Been on an airplane or two myself and had those conversations. You know, people asking to be reseated because they found out that I do math for a living or whatever. Or just unburdening themselves, for sure. I’m super-curious: I think that the fact that you are doing the me-search is reason enough to want to dedicate your life to this study. But I am curious: If you were gonna justify to someone else, why is math anxiety important to study? What are its consequences, even outside of math education? What would you say to that?

Dr. Erin Maloney (07:57):

So I think it’s probably not hard to convince people that success in math is important, right? So we know that children who start elementary school behind in mathematics tend to stay behind in mathematics, unless they have any kind of very targeted intervention. We know that children who do worse in mathematics throughout K to 12 education in general get lower-paying jobs when they’re older. We also know that when they do worse than mathematics relative to their peers, there’s fewer jobs that are open to them, relative to if they excelled in math. Right? And so I think in many ways there are really clear consequences for students who are not comfortable with math and who avoid it. But I think one of the really, really interesting things about math anxiety, and maybe part of why I’ve fallen in love with it as a research topic is that it’s the anxiety itself in many ways that can cause people to underperform. So it’s not just the case that people who are bad at math are anxious about it. It’s actually that the anxiety itself can cause you to do worse in math. And that for me is really exciting, ’cause it means that if we can change your mindset, then we can really set you on a path with several more options available to you career-wise. And I think that is really empowering.

Dan Meyer (09:18):

Hmm. Yeah, definitely. And I’d love for you to explore — your laboratory is the cognition and emotion laboratory, which I love, how you’re creating those linkages between how you feel about a thing and what your opportunities or your aptitude for learning it. I’m really curious, can you say more about the, the relationship there? How does feeling anxiety impair your ability to do mathematics?

Dr. Erin Maloney (09:41):

Yeah, so feeling anxiety, typically what you tend to experience is these negative thoughts and ruminations. So you can imagine, you’re somebody who doesn’t really love math, you’re pretty anxious about it; you know, Bethany, maybe you’ve had this kind of experience before. I’m gonna call you out on it. I’ve had it many times, where you sit down to do a math test and all of a sudden you’re not focusing on the actual math test in front of you. You’re focusing on things like the consequences of not doing well on this. Right? Or “my parents are gonna be really disappointed if I don’t pass this test,” or “my teacher is gonna think negatively negative of me,” or sometimes we see things like, “I’m a girl, girls don’t do math.” These types of stereotypes. And what happens is that those thoughts actually tie up really important cognitive resources, like, really important memory resources, that you need to do the math test. And so if you are trying to essentially do two things at once, right? You’re trying to deal with all these negative thoughts that are distracting you and you’re trying to do the math test, then you’re not going to do as well as someone who’s sitting down and doesn’t have all of these distracting thoughts to deal with. And we actually know that from research that we have in our lab right now, where we just ask people like, “Hey, when you did this math test, what kind of stuff are you thinking about?” what we find is that the people who are really anxious about math report a whole bunch of thoughts that are unrelated really to the math test, per se. It’s more about the consequences of doing poorly. And as a result of those thoughts, they actually end up doing worse.

Dan Meyer (11:14):

This has been really helpful to figure out, how the emotional state of doing math affects the ability to do math. And it’s really interesting how you’re saying that the direction of the causality can go from the emotions to the cognition. And I’m just curious then, what is the source of the bad emotions about math? Where does that come from? Is it nature? Is it nurture? Some combination? How do you see it?

Dr. Erin Maloney (11:39):

Yeah, so one, that’s a fantastic question. And there’s been a whole bunch of people all around the world that have been spending a lot of time really trying to pinpoint that down. And I think the answer is that it’s, you know, it’s complex. So most of what it’s looking like right now is that it is a combination of both. So essentially what we find is that kids who start elementary school who are a little bit behind in math—and for the question of why they’re behind, that’s also complex; it could be genetics, it could be just environmental input, before the child ever entered formal schooling kind of thing—but in essence, what we find is that kids that start school behind in mathematics, those are the children who are most likely to develop anxiety about math by the time they’re finished first grade. OK? But we also know that once they’ve developed the anxiety about math, then that’s when they get these thoughts and ruminations that kind of tie up those memory resources, that then is gonna make it harder for them to succeed in math tests. So you get into this sort of vicious cycle, right? Where maybe you start behind a little bit and then you develop the anxiety, the anxiety causes you to underperform relative to what you should be able to, so now you’re even further behind, you get more anxious because you’re not doing as well as you’d like to…but again, kind of coming back to the “Why are the children starting behind in the first place?” Some of that seems to be the role that parents are playing in the household. So some kids come from a household where parents are playing a lot more math games with them, talking about mathematical concepts on a regular basis. Maybe they have older siblings who are, you know, practicing arithmetic and, and mathematical processing in front of them. And so those kids are exposed to more math before they ever even start formal schooling. Those kids seem to do better. And then we also know that the parents’ attitudes matter a lot too. So what we find is that when parents are high in math anxiety themselves, especially when they help their children a lot with their math homework in really early ages, we find that those kids end up being more anxious about math by the end of the school year, and they also end up doing worse in mathematics. So it really does seem to be, you know, kind of a complex set of factors that have something to do with both maybe genetic predisposition to success in math and genetic predisposition to anxiety, but then also the social attitudes and stereotypes about math to which you’re exposed at home that really seem to be coming together to create this anxiety in young children.

Bethany Lockhart Johnson (14:24):

I feel like everything you’re saying is <laugh>…it makes so much sense and yet it’s so often not talked about, right? Because it’s just more like, it gets boiled down to, “Oh, they’re just not a math person,” instead of all these other factors that are at play. And I completely remember the anxiety I felt, whether it was a test or not, walking into my math classroom when I was in ninth grade. And there’s no way I was set up and ready to learn. Right? <Laugh>. And something with—we mentioned Dr. Ramirez, he was talking about validating that anxiety. If teachers validate that like, “Oh, you know what, sometimes you might feel stumped, or this might feel overwhelming.” Even the power in creating space for that in the classroom, right? And acknowledging that it doesn’t—math doesn’t have to “come easy” to you in order for you to have access or make sense, is such a powerful concept. And I love the way that you are looking at all these different factors and saying, “Hey, it’s both simple and also a lot more complicated than we’re we’re making it.” Right?

Dr. Erin Maloney (15:36):

No, and I agree with that sentiment so much. Like, I think, though—one thing I will sort of caution is that I think when teachers are validating the anxiety, or when parents are validating the anxiety, I think there’s a very fine line that needs to be walked where we need to be able to say, you know, “It’s OK to struggle with something. That’s, that is completely OK.” And as we’re, you know, as we’re working towards something that’s really valuable, right? We can, we can work hard at something and by working hard at it, we’re going to get better. And I think that type of validating is really, really important and valuable. I think what we wanna be careful of is not to say things like, “Oh, it’s OK. I also never loved math.” And, you know, “Oh, I was never a math person either.” And so even though we might be bringing comfort to the the child, I think that that’s sending the wrong message. And so sometimes it’s really well intentioned and really not great—

Bethany Lockhart Johnson (16:37):

A hundred percent.

Dr. Erin Maloney (16:38):

—in terms of the messaging. So that’s the only…so just for people listening, the only sort of caution that I would give there is that I think there’s nuances to the validating of the feelings that are important.

Bethany Lockhart Johnson (16:50):

I am so glad you said that because as a kindergarten teacher, I vividly remember—and this is as early as, you know, the kids are five years old, right?—and I remember in a parent-teacher conference, a parent saying, “Oh, I wasn’t a math person either,” or, “Oh, no, ugh.” And they were so quick, like you said, they wouldn’t say that about reading, but they were so quick to talk about their lack of natural math aptitude, right? And, and it was really interesting because you know that even if they’re not saying that specific thing at home, those attitudes are absolutely carrying over at home. And they’re absolutely carrying over to, to how they interact with their kiddo around math and around what’s happening in the conversations about math. And I felt like a lot of times my work as a teacher was also to help support parents through their own math anxiety, and help give them some new language for how they can talk about math. And that math is more than just getting to an answer quickly. Like, let’s talk about, let’s go on math walks, let’s go on number walks, what numbers are around the home? Or oh, is that bigger than this? Do you have more of this? And even those little things, I, my hope was that it was starting to shift the conversation around what math was possible in the home, particularly when you saw that it was the parents who had palpable math anxiety. Right? And how much you know that that’s gonna impact what’s happening when you sit down to do homework together.

Dr. Erin Maloney (18:22):

Yeah. And I love that you have worked to encourage parents to do that. So we do similarly. Like even from a research perspective, where I will often give talks to parents and teachers and we talk about the idea of trying to mathematize everything, right? So just the idea that math is absolutely everywhere, and you know, whether it’s a matter of playing games in the car with your kids where you’re thinking of a number and it’s “My number is higher than 42, but lower than 80, and what number do you think I might be thinking of?” And, and gradually trying to get the child to that number. Or, you know, asking questions like, “What’s your favorite even number and why?” And just little things like that that, that I think can make math fun for kids, that help—I don’t even know how to explain it, but just that idea of bringing joy into it, so it’s not always this heavy subject that kids have to come to. So we definitely try to talk to parents about the idea of, like I said, mathematizing everything. And usually it’s well-received, ’cause often parents find it empowering, right? They’re like, “Oh, well, I could do that! But like, that’s not math!” And you’re like, “No, but it is.”

Dan Meyer (19:33):

Yep.

Dr. Erin Maloney (19:34):

Like, it is! And sometimes parents will say like, “Well, I don’t know how to do fractions.” And you’re like, “OK, but how do you bake?” “Well, I don’t know! I just, like, I know how to do those fractions!” And you’re like, “OK, but that’s the starting point. Let’s work with that.” Like, let’s, you know. And I think a lot of times, it’s reminding the parents that they’re actually far more capable than what they think they are, despite the fact that maybe they struggled with math when they were younger.

Dan Meyer (19:58):

Yeah. This is so interesting. And I feel like part of the challenge around conversations about anxiety and math and how to, how to resolve it and where it comes from, is that it, like, it presupposes a single definition of math. And so, you know, we’re talking about like how to be more mindful about math. But you know, like if kids were walking every day through a treacherous street, you know, the solution might not be become more mindful about that street. It’s just like, we gotta fix the treacherous nature of the street, really. You know, I love that we’re talking also about redefining what math is, making it more playful. That feels like a super-important component here. I’d love to know more about what you know about the role of gender in all of this. Are there differences in the way boys and girls experience math anxiety and how it relates to achievement in math?

Dr. Erin Maloney (20:48):

Yeah, so, there’s really, really interesting research on gender in math anxiety. So in general, we find that girls tend to experience more anxiety about math than boys do. So one hypothesis is that it has to do with just social stereotypes that, you know, girls are, are good at reading; boys are good at math, kind of thing. So there’s some evidence to suggest that that might be playing a role. There’s other evidence to suggest as well that maybe boys actually do experience as much anxiety, they just don’t really own up to it.

Dan Meyer (21:20):

Ooh, yikes.

Dr. Erin Maloney (21:21):

So thoughts are, you know, there’s a bit of an apprehension for males to admit experiencing the anxiety. But I think one of the things that is extremely interesting about it—at least to me—is that we don’t tend to see gender differences in young children. So in early elementary school, even though we’ll see that kids as young as six years old will experience anxiety about math, and that that anxiety is related to how well they do in math and how much they enjoy math, it doesn’t seem to vary as a function of gender at that young age. It doesn’t seem to be related to gender until kids are at about sixth, seventh grade that we really start to see this gender difference coming online. And so that, to me, suggests that it’s probably something more social than biological at play. It probably has something more to do with these stereotypes and stuff. But another really interesting—or at least, I’m biased, but to me—another really interesting line of research that comes into play—and some of this is stuff out of my own lab—so we know that boys in general tend to do better at spatial processing than girls. And we know that spatial processing is really important for math, right? So math and space are pretty connected. And by spatial processing, I mean things like being able to picture something rotating in your mind or, you know, envisioning how these puzzle pieces might fit together. And so we know that boys tend to do better at that type of processing. And the gender difference there seems to be related to gender differences in math anxiety. So there’s some speculation, too, that it might be that as the math starts to become more reliant on spatial processing, that that’s when we see this separation between boys and girls with respect to how much anxiety they feel about math. So a lot of this is to say, I think the answer to the gender question right now is what I think what we would officially call a bit of a hot mess, <laugh> where I think there’s probably more questions than answers. But I think that there’s definitely something going on. And it really seems to be coming on later in elementary school.

Dan Meyer (23:32):

That’s a refreshingly honest admission from a social scientist, that it’s a hot mess and not perfectly clear, <laugh> so I appreciate that. It’s interesting what you said about the spatial reasoning. In our work creating curriculum at Amplify, I find we lean a lot on trying to tie abstract math towards spatial topics. Like, can you estimate a quantity before you calculate it? Can you identify a pattern and where it breaks before you prove it abstractly? And, I dunno, it’s just interesting to me. I’m just thinking out loud about how I feel like math becomes more abstract rather than more spatial. The farther you venture into secondary math…I’m wondering if I misunderstand what you’re meaning by spatial, and the progression of math from K–12.

Dr. Erin Maloney (24:20):

Yeah, so I think you can still have—you can have math be abstract, but still really relying on spatial processing. Right? And I think part of that is maybe a bit of us having different definitions of when we say “spatial.” So in cognitive science, when we talk about spatial representations or spatial reasoning, it’s really like anything you’re picturing in your mind, any time you’re really picturing these things in your mind and manipulating those images at all. So if you imagine, even like at a simple level, but it’s gonna hold when you’re going more complex as well. So doing like equivalence problems, for example, where you have to balance the equations.

Dan Meyer (24:58):

Yeah.

Dr. Erin Maloney (24:59):

Even just being able to envision things kind of moving around that equal sign and bringing one piece of the equation from this side to the other is actually an extremely spatial kind of reasoning. Right? Or when you’re expanding, that’s actually extremely extremely spatial, despite the fact that it might not feel like it initially. Obviously anything in geometry is going to be very spatial. So I think, in that sense, we would argue that the spatial processing is still playing a pretty important role. But it’s maybe a different type of spatial processing than what we’re seeing at a very early level in elementary school. That said, you can completely disagree with me too. ‘Cause I could also just be wrong, and that’s fair. My kids tell me I’m wrong all the time. So I’m used to <laugh> being told that I’m wrong.

Dan Meyer (25:47):

Well, we’re a bit more deferential on this here show, with our guests. So I would not do that. But it makes sense, what you’re saying about how these are things that you manipulate in your mind, whether they are Xs and Ys or numbers and fractions. These are all things that we manipulate. That ties into differences in this spacial reasoning category, it sounds like, which then contributes to math anxiety. And it does start to feel like there’s a lot going on here, is what it feels like.

Bethany Lockhart Johnson (26:14):

You mean hot mess?

Dan Meyer (26:16):

I meant hot mess.

Dr. Erin Maloney (26:17):

Yeah. <laugh>, I think that’s the technical term, right? I’m pretty sure that’s the technical term for it.

Dan Meyer (26:21):

I didn’t know the citation for it. So I didn’t say it. But I knew who in literature named that. But yeah.

Dr. Erin Maloney (26:28):

I’ll write something at some point.

Dan Meyer (26:30):

We’ll cite Maloney, 2022. Yeah. Yes.

Bethany Lockhart Johnson (26:34):

So I will say that one of my dreams in thinking about this season and last season, but particularly this season, since we’re really getting to talk to some researchers who get to think about this, and have really interesting conversations about it all the time…one of my dreams is that we’re bringing—’cause we do have some folks who are researchers that are listening, right? But then we also have teachers and folks who are in the classroom every day, and parents and caregivers listening. And so I think one of the beautiful things about the way that I hear you talking about it is you’re thinking about the research, but it’s so applicable. Right? And I wonder if there’s anything else you can say around it. I wanna reduce that divide, that gap, between the research that’s happening and then what’s happening with the kiddos and in the classroom and at home. And I don’t know if it’s like a magic wand thing where like <laugh> if there were changes you’d wanna see at a societal level, to try to combat math anxiety, but you see where I’m going. You know, it’s like <laugh>….

Dr. Erin Maloney (27:39):

1. So I’m gonna answer maybe in two ways. So I think the first thing that I’m hearing from you is that idea of diminishing this divide, right? And so one thing I try to keep in mind, as someone who’s a researcher and working in the lab, I will often be called in to talk to teachers and give professional development sessions. And they often want the sage-on-the-stage academic, that stands up there and tells you the answers to things. And one of the first things that I’m gonna admit when I get up there is, “I am not on the front lines.” So what I do in the lab, for me to tell you that that’s gonna work in a classroom of 30 kids who may or may not have eaten dinner that day, and may or may not have snow pants, and may or not…like it’s–

Bethany Lockhart Johnson (28:23):

Mmm, yes.

Dr. Erin Maloney (28:24):

You know, I think we also need to be a little bit reasonable. So I try really hard in my own program of research to make sure that I’m always talking to teachers and to principals and to curriculum designers to make sure that the ideas that I have make sense. In fact, one of the most recent book chapters that I wrote, I wrote in collaboration with a really good friend of mine who’s a principal, an elementary school principal, and a former math consultant. And we wrote it together, to really say like, “Hey, here’s how we can help each other inform how research can inform practice and how practice can also inform research.” ‘Cause he can come to me and say, “I’m doing this. I can’t find anything in the literature to support this, but I’m sure it works!” And we can design something in the lab to test whether or not it seems like it’s gonna work.

Bethany Lockhart Johnson (29:11):

That’s huge. Yeah.

Dr. Erin Maloney (29:12):

Empirically. And so I think that open communication is massive. One thing that we’re doing in my own lab to try to keep that open communication available. So to anyone listening who’s ever tried to get access to a journal article, they’re held behind paywalls, right? So one, the way it works, my understanding of this anyway, is that the journal owns the formatted version of the paper. So what we do is we put up audio recordings of all of the research papers that we ever publish. So I’m pretty sure I own the words as the author, and the journal owns the prettified version that you can buy. So we audio-record all of our papers, so that if teachers or parents ever want to hear the actual science that’s going into some of these decisions, they have access to at least the stuff that we do in our lab. And we also put up an infographic for every paper, just highlighting kind of the main questions and main findings. And we do that because I think that the only way for the information to actually be useful is if it gets into the hands of the stakeholders that actually need that information.

Bethany Lockhart Johnson (30:21):

And is accessible. That’s huge. That’s huge!

Dr. Erin Maloney (30:24):

Yeah. Yeah. So that’s one way that we try to do it. And like I said, the other thing, we try to always be working with principals and with teachers. I joke that the way that I remedied this in my own life…so my husband’s a teacher; it’s like, I just married one! It’s fine! <laugh> I can grill him on a regular basis, and be like, “I wanna try this experiment. Do you think it’s gonna work?” And he can say, like, “It’s not going to. Here’s why.”

Dan Meyer (30:47):

That’s awesome. Marrying a participant—you know, a research participant—is unethical, of course. Would not clear IRB. But turning your partner into a participant? Like, what are you gonna do? That’s great.

Dr. Erin Maloney (30:57):

Yeah, no, that’s fair game.

Dan Meyer (30:58):

Yep.

Dr. Erin Maloney (30:59):

Yeah. So that’s—I think we we compensate each other <laugh>. So, no…so I do joke a little bit about that. He was a teacher simply ’cause he wanted to be one. Not ’cause I needed him to be one. But, I think that communication part is, is really key. That’s one thing. Then the other part of the question or the other sort of piece of the question that I was hearing is that idea of, how do we fix math anxiety. Right? Like, what’s the great, “I’m glad that there’s a whole bunch of time and effort and energy going into trying to understand this, but what, where are we at?” And I think with that, it’s really, really promising. So there’s been a lot of research coming out looking at how best to help children or even adults manage their own anxiety about math. And there’s a few really interesting strategies that seem to be quite effective. So one, and I don’t know if—um, it feels weird calling him Dr. Ramirez, just ’cause I know him well!—but I don’t know if Dr. Ramirez would’ve talked about this when he chatted with you, but he has some really interesting work on expressive writing. Did he chat about that at all?

Bethany Lockhart Johnson (32:07):

He didn’t, but I’ve read some of his work about it and I think it’s so fascinating.

Dr. Erin Maloney (32:11):

Yeah! So, OK, well, I’ll tell you about his work on it.

Bethany Lockhart Johnson (32:13):

Yes, please. Please.

Dr. Erin Maloney (32:14):

Because it’s super-useful. So when we talked about that idea of how anxiety causes these thoughts and ruminations, and they tie up the memory resources that you need, what Gerardo has found is that when you get students to write about their anxiety for about 10 minutes before they do a test, what ends up happening is they end up doing better on the test, relative to if they would not have written about their anxiety at all. And this is particularly true for students who are really high in anxiety. OK? And the idea is that all of those thoughts that they were going to have about the test or the consequences of the test, et cetera, you just kind of get ’em…it’s like a mind dump where you get ’em all onto the page at first before you even go to do the test. And now when you go to do the test, you’re not having to do two things at once. You’re no longer dealing with these thoughts ’cause you got ’em all out on the paper beforehand. And so Gerardo has some really interesting work showing that that works for math anxiety. And then it also works for just testing anxiety in general. And so that’s a strategy that I love. I also—part of what I really love about it is it’s so low-cost, right? You need a paper and a pencil and it’s great. So those are always my favorite strategies, the ones that don’t really cost us anything. So that’s one way of dealing with like the cognitive part of the anxiety. The other thing you can do is try to deal with the anxiety part of the anxiety. So for that, what we find is that the typical strategies that you’re gonna see for anxiety tend to work for math anxiety. So things like focused breathing. Right? Making sure you’re doing deep inhales and exhales. That really diaphragmatic breathing seems to be quite helpful. We know that what we call progressive desensitization is really key. That’s the idea of doing things, you know, starting with the questions that you know how to handle. And then gradually working up to the more difficult questions. So you’re sort of gradually exposing yourself to the more complex stuff. And how that can play out on an actual test at school is, you sit down, and instead of just starting with question number one, you actually read the whole test, see which questions you feel like you know the best, start with those questions, and that helps build your confidence so that you’re better able to tackle the questions that are maybe a little bit outside of where you’re currently at. So that seems to be really helpful. The other part that I will say, too, that’s extremely helpful: So we know that anxiety really ties up those memory resources. And so the more you can make the math automatic, the more immune it’s going to be to anxiety in the moment. And so I know that this part can be a little bit controversial, because we don’t wanna necessarily demotivate children, and kill the enthusiasm for math that we’re trying to cultivate…but really, you know, really committing your arithmetic facts to memory can be extremely helpful. So really learning those times tables, really learning your addition and subtraction facts. ‘Cause what happens is, then when you’re in a situation where you need that information, even if you’re anxious and you’re working with fewer cognitive resources than what you would normally have, you actually don’t need that many cognitive resources to be able to pull something from memory that you’ve memorized. So it really helps to kind of protect you against some of the negative impacts of the anxiety while you’re doing that test.

Bethany Lockhart Johnson (35:37):

And you’re not using all your cognitive resources to figure out seven times eight, because you can really focus on what you’re trying to do with that. Oh, that’s fascinating. Yeah. Yeah.

Dr. Erin Maloney (35:47):

Yes. No, a hundred percent right. And so I know that’s one that, like I said, I know it can be somewhat controversial because it’s…you know, we’ve talked about—or we haven’t talked about in this conversation, but we often talk about—the idea of drilling and killing. Right? So you drill the facts, you kill the, the enthusiasm. But I think that there are ways that we can drill arithmetic facts, or help make them automatic, but still fun, right? It doesn’t have to always be in a high-pressure kind of way.

Bethany Lockhart Johnson (36:16):

Totally. And we’ve talked about fluency, and I’m sure we’ll talk about it more in the Lounge. And that is interesting, that link between anxiety when the fluency isn’t there, that—or, of course we hear about anxiety with timed tests, but the idea of that IS something you can do to reduce it, because you have those facts just at your ready. Right?

Dr. Erin Maloney (36:37):

Yeah. So I actually, again, I’m gonna be a little bit controversial. So I don’t hate timed tests in the way that a lot of people do. But I love time to practice. So I think once we’ve got to a point where children have a fairly decent understanding of skills, of a skill, once they’ve got a fairly decent grasp on it, then I love the idea of the timed practice. So it can be still in a low-pressure situation, where in many ways it doesn’t matter if you get the answer to the question correct. But we’re practicing doing it in a situation in which you might be feeling a little bit of pressure, but it’s not real pressure, if that makes sense. And I think that can be really, really useful for students. And again, it can be done in a fun way, right? It doesn’t have to be these super-intense ways. It can be fun. But I think that in life there are situations in which the time that it takes you to complete a problem matter. And I think that we have to make sure that we don’t get too far away from that.

Dan Meyer (37:40):

Yeah. It feels like we should do an entire other episode thinking about ways to develop that fluency and automaticity that don’t contribute to anxiety, or create further disparities between people who are high math anxiety and low math anxiety. Not a small question, I’m sure. And I appreciate you alluding to all of that. You know, this whole thing, as you said, is quite the hot mess. And I feel like you, Dr. Maloney, have helped us make this a little less messy, in our heads, and hopefully the listeners’ heads. I really appreciate that. I just love…you’ve mentioned lots of resources that you have. You’ve alluded to them: audiobook-style readings of your research, which I need ’cause I just finished, you know, Harry Potter, the seventh book, so I need a new thing to listen to like that. Also infographics. Can you tell our listeners where they can find this work of yours, and if there are any other kinds of resources that you wanna plug for our listeners here?

Dr. Erin Maloney (38:32):

Yeah, for sure. So all of our resources can be found on my lab website. So the address for that is www.ErinMaloney.ca. So there we have, like you said, the infographics and the audio articles and all that stuff. And then we also have a link to a new kids’ book out, actually, that a colleague of mine and I have published recently, that really walks through some of these strategies on combating math anxiety. The book is written as a children’s book, so it’s Peyton & Charlie Challenge Math. But it secretly is a book that would also work for adults. So if you are a parent that’s a little bit anxious about math, or a teacher that maybe is a little bit anxious, and you wanna see how some of these strategies can play out, in that book—we linked to it on the website, but it is available for purchase on Amazon. And the one thing I will say about the book, ’cause this is something that we were pretty proud of, so Sheri-Lynn Skwarchuk, who is a school psychologist, and I wrote the book. And it’s available for purchase at our cost price, so we don’t actually make any money on the book. It was literally just a way of getting some of the science out to people who might be able to benefit from it.

Bethany Lockhart Johnson (39:45):

Reducing that divide!

Dr. Erin Maloney (39:46):

Yeah, well that’s what we’re trying to do! Right? So I think in the U.S., I think it’s like $6 on Amazon. And then in terms of other resources, we’re in the process right now of creating some informational videos and and stuff like that that hopefully will be useful for parents and for teachers, just in terms of understanding a little bit more about the anxiety and understanding how to deal with the anxiety in the classroom more, at home or wherever it might be coming up.

Dan Meyer (40:15):

Well, thanks so much. I really appreciate—we appreciate!—you coming on, and hearing about how you’re trying to bridge so many different barriers from research to practice, and school to home. It’s just really inspiring. And we’d love to have you back on sometime. So thank you so much for joining us.

Bethany Lockhart Johnson (40:29):

I feel like we’ve just hung out! Don’t you, Dan?

Dan Meyer (40:31):

Are we rolling here? Oh my gosh, we’re rolling. I just thought we’re just hanging. Yeah,

Bethany Lockhart Johnson (40:34):

I thought we were just hanging!

Dr. Erin Maloney (40:36):

I know, I do, I really appreciate that it has a very kind of chill vibe to it.

Dan Meyer (40:41):

Chill vibe. Like a lounge.

Bethany Lockhart Johnson (40:42):

It’s the lounge!

Dan Meyer (40:43):

Thank you. You get us; you get us. <laugh>

Bethany Lockhart Johnson (40:45):

Dan Meyer. I was shopping for children’s books, and there was this book, and it was talking about being at home with Mom. And it’s going through all the things that the child did that day with Mom. It’s like, “We played outside, we ran through the sprinklers, we even did some homework.” And it shows them sitting at the table with the homework, that’s clearly math homework, in front of them. And the mom is like, “Harrumph!” Like a very perplexed, anxious face. And there’s all these question marks above her. And it’s just like,

Dan Meyer (41:24):

“There should not be numbers on that paper!”

Bethany Lockhart Johnson (41:25):

Exactly. And the child is like, “Ohhhh,” you know. And I mean, I have to give credit to the illustrator, because they really did capture the clear message of this interaction, which was sitting down to do math homework or think about math together is a source of angst. Right? According to this author and according to too many people. And so I think what’s really important is that we recognize those images when we see them out there and speak back to them, and say, “Hey, wait a second.” Yeah, it can feel like that, and it doesn’t have to. And what’s going on that that’s just the assumed way that it’s gonna feel, to sit down and math together. You know?

Dan Meyer (42:11):

Yeah. It feels like we all have a lot of work to do on the whole math-anxiety front. Dr. Maloney helped us see how parents play a part, educators play a part, society and how they create people plays its own part in how we all define math as a thing where we evaluate student thought or where students play it with their thoughts, has its own huge part as well. So yeah, it was a really fantastic conversation with Dr. Maloney. I hope you folks will check out the show notes, where you will find links to Dr. Maloney’s website. A lot of her work, which as you heard, is very geared towards practitioners and parents and even directly at kids, especially the new children’s book she co-authored, Peyton & Charlie Challenge Math.

Bethany Lockhart Johnson (42:55):

Next time we’re gonna dive even more into the nitty gritty of combating math anxiety. To do that, we’re actually gonna be joined—I am so excited about this—by Dr. Rosemarie Truglio from Sesame Workshop.

Rosemarie Truglio (43:09):

Our core audience are two- to four-year-olds, and they love math. And what’s not to love? Children don’t come with this math anxiety. Math anxiety is learned.

Dan Meyer (43:23):

So excited.

Dr. Erin Maloney (43:24):

Sesame Street was a huge part of my childhood and my toddler doesn’t know it yet, but Sesame Street is coming. It’s coming. Like, we’re we’re gonna introduce Sesame Street to him. We just haven’t yet.

Dan Meyer (43:37):

Sesame Street straight raised me.

Bethany Lockhart Johnson (43:38):

Right?

Dan Meyer (43:39):

Yeah. Don’t tell my parents. But that’s, yeah, that’s true. I’m excited, too. It’s gonna be a blast.

Bethany Lockhart Johnson (43:45):

I’m really excited. I think that the more we dive into this topic—which, again, we’re gonna look at math anxiety from a lot of different angles—and I’m excited to talk to Dr. Truglio about how we can take this research and these conversations that are happening about math and how it can actually impact what’s happening in homes. ‘Cause we wanna help create positive relationships with mathematics, with kids in math. I’m so excited. And I hope you folks keep listening. We love having you here in the Lounge. And if you haven’t already, please subscribe to Math Teacher Lounge, wherever you get podcasts. And if you like what you’re hearing, please leave us a rating and a review. It helps more listeners to find the show, and let other folks know about this show. Recommendations are great. Thanks so much for listening.

Dr. Heidi Sabnani (00:00):

Coaching is the opportunity to provide that just-in-time kind of professional development for teachers, if we go at it in a slightly different way.

Dan Meyer (00:10):

Hey folks, welcome back to Math Teacher Lounge. I’m your host, Dan Meyer.

Bethany Lockhart Johnson (00:14):

And I’m Bethany Lockhart Johnson.

Dan Meyer (00:16):

Bethany, how are you doing, and how are you feeling about our current trajectory through this exploration of math anxiety?

Bethany Lockhart Johnson (00:24):

Dan, I gotta tell you — let me make it about me for a second. <laugh>.

Dan Meyer (00:29):

Go. Do it.

Bethany Lockhart Johnson (00:30):

If only I had known that so many other people experienced math anxiety, and I wasn’t the only one. I mean, I’ve said it before, but you know, I hope that this series so far is helping to reframe math anxiety for folks who maybe have a narrow definition of it … and I guess expand, reframe. And also, for those folks who are working with students who have math anxiety, or who they themselves have experienced math anxiety, I hope they’ve found some tools, some resources. Right? Like, “Yes!”

Dan Meyer (01:04):

Yes! Same.

New Speaker (01:06):

And what about you? How are you feeling?

Dan Meyer (01:08):

Yeah, I hope this has been cathartic for all of our listeners who have experienced math anxiety, and not re-traumatizing, that there are lots of people who feel this way about math in particular. And that it’s so well-experienced, so broadly experienced, that people have decided to study it a whole bunch. Which is great. And now we’re moving into our kind of solutioning. You know, in my relationships, I’m sometimes told that I rush too quickly to solutions before trying to understand what’s going on. So I’ve loved our episodes that have been about what is going on. And now, with Dr. Truglio last episode and our guest today, we’re moving more into some solutions, which I’m excited about.

Bethany Lockhart Johnson (01:49):

I don’t know, Dan, I think next time I see you I’m gonna bring a list of some concerns or worries I have, and I would love if you just get right to the solution. I’m actually OK with that.

Dan Meyer (02:01):

All right. Good to know. Good to know. I’ll say I am coming off of a day where I was feeling some teacher anxiety today, because I taught really real students. So just to let you know where I’m coming from here. I taught some seventh grade students at Montera Middle, here in Oakland Unified School District. Taught ’em a lesson outta the Desmos curriculum. And it was one of those lessons where some thorny stuff comes up. I’m talking students who are wrong for smart reasons, who are right for the wrong reasons, and their minds are working so hard trying to figure out inequalities. And I’m like trying to just step into that process as an educator with some curriculum and help shape those ideas. But it’s just … I don’t know, you want it to be as easy as like, “let me just show you how it’s done a few times, and now you got it.” But whew, some of these ideas, they take a long time to form up and they’re really easily reshaped by lots of stuff going on. So that’s where I’m at, anxiety-wise, right now. The teacher anxiety stuff.

Bethany Lockhart Johnson (03:04):

I think there’s probably plenty of teachers who do kind of just say, this is how you do it. And so, from what I have seen of your teaching and what I know of the Desmos curriculum, it is such an opportunity to think hard about the things that we are assuming about our students, assuming about what we know about the math itself. And yeah, that requires some thought.

Dan Meyer (03:30):

Yeah, for sure. I came in ready, like, “When you multiply both sides of an inequality by a negative, this sign flips around.” And I could just say that to kids and say, “Hey, remember that! Write that down!” And a lot of them would do it really well, you know, provided the assessment problems looked like ones we’ve gone over in class. And they’re also learning — in addition to that math, they’re learning that math is a giant sack of tricks they gotta memorize, right? So there’s just these pros and cons. And at the end of the one period I’m gonna teach this week, I was like, “Well, your teacher’s gonna go over that tomorrow, when they’re with you instead of me.” So it felt a bit like I copped out on that one. And I’m just in in my feelings about that right now. And I’m gonna try to come on down here and be present in the math-anxiety world.

Bethany Lockhart Johnson (04:25):

I appreciate you sharing that, Dan. And I think … I have a feeling that you could write a pretty catchy rhyme to allow the students to flip and <starting to rap> “multiply by negative. and dit-dit-dit-dit.” Can you feel it? You picking up that beat?

Dan Meyer (04:40):

Ooh, yeah. A nice little beat. Uh-huh. Yup.

Bethany Lockhart Johnson (04:41):

Yeah. You know, you could come up with something pretty clever, and yet you did not lean on your wordsmithing skills. You said, “No, let us dive in.” So what are you gonna do with this lesson, by the way? What happens now? You popped in for one period, and then what happens?

Dan Meyer (05:03):

Yeah. So this is gonna be a blast. I hope you folks tune in. We’re gonna actually release the footage of me teaching this lesson live. You know, it’ll be replayed live. And on top of that, a couple of my favorite teacher coaches and just smart people about teaching are going to be giving commentary. They are gonna be giving the director’s commentary, the sports announcers’ commentary on what they’re seeing. I beg for their generosity in their commentary. But I think it’ll be a lot of fun. I’ve never seen anything like this before, a commentary track on top of a teaching lesson, in this way. So I’m just gonna gonna be excited to see what they noticed that I didn’t, what they might have done, the thoughts they might have. Maybe I’ll do a post-game interview, you know.

Bethany Lockhart Johnson (05:50):

Ooh, yes!

Dan Meyer (05:50):

With my towel around my neck, <laugh> looking all sweaty.

Bethany Lockhart Johnson (05:54):

Ready, set, grow!

Dan Meyer (05:55):

Like, “Yup, we gave it all out there, you know, just a real team effort.” You know, that kind of thing. We’ll see how that goes.

Bethany Lockhart Johnson (06:02):

I actually love that idea. I love that it’s not just this one random lesson that just kind of floats out there, and it’s about, you walk away with whatever feelings you have, and the students obviously walk away, but that this is gonna help other educators.

Dan Meyer (06:17):

Yeah. Yeah. We’ll multiply my anxiety and make it more people’s anxiety. We’ll see how that goes. So stay tuned on the Math Teacher Lounge feed for that. All right?

Bethany Lockhart Johnson (06:25):

All right! And speaking of anxiety, Dan Meyer, we gotta get to today’s show. You know, last time we had some amazing strategies for helping students from Dr. Truglio from Sesame Workshop. I gotta tell you, I sent that episode to so many of my friends, like, “Listen to these ideas!” and have had some interesting follow-up conversations. And we would love to hear what you think about this season so far, at MTLShow on Twitter or in our Facebook group, Math Teacher Lounge. So today, we’re gonna focus on strategies for supporting teachers.

Dan Meyer (07:00):

Yes. Which is why we’re so excited to bring to you folks Heidi Sabnani, who — we’ve had researchers. We’ve had Sesame Workshoppers. And Heidi Sabnani has been a classroom teacher; she’s teacher-consultant; newly minted doctoral degree holder. We’re so pumped to bring to you folks: Heidi Sabnani.

Bethany Lockhart Johnson (07:25):

Dr. Sabnani, thank you for being here. Can we call you Dr. Heidi? What would you. …

Dr. Heidi Sabnani (07:31):

You can just call me Heidi. Yeah. Heidi is good.

Dan Meyer (07:36):

Right on.

Bethany Lockhart Johnson (07:36):

1. Heidi, thank you for joining us in the Lounge. We’re so excited to talk with you.

Dr. Heidi Sabnani (07:41):

I am super-honored to be here. It’s really exciting and I just really appreciate the opportunity.

Bethany Lockhart Johnson (07:47):

I will say I don’t have a PhD, although the two people I’m talking with right now, both do, and you’re both like holding up your degrees as we speak and saying, “Wah-wah.” But I imagine that if I did, I’d wanna throw that doctor in more frequently, so.

Dr. Heidi Sabnani (08:02):

Well—

Bethany Lockhart Johnson (08:03):

If I sneak in a “Doctor,” Heidi, it’s only out of respect.

Dr. Heidi Sabnani (08:05):

1. I appreciate it.

Bethany Lockhart Johnson (08:07):

Dan makes me call him Dr. Meyer all the time.

Dan Meyer (08:10):

You don’t call me Dr. Dan or Dr. Meyer, ever. So—

Bethany Lockhart Johnson (08:13):

I will now!

Dan Meyer (08:14):

—this respect only goes towards Dr. Heidi, it seems. But yeah, we’ll take that off the air.

Bethany Lockhart Johnson (08:19):

Well, we are going to delve into your research on math anxiety soon, because I actually — speaking of becoming a doctor, a new doctor, I have some questions. We have questions about your research, but on a personal level, I really appreciated the way that you share that you yourself experienced math anxiety as a student. So I’m wondering if you could tell us a bit about your own math anxiety, your <laugh> journey through math.

Dr. Heidi Sabnani (08:50):

Yeah, so much like the people in the research that I did, and with the research that I read by others, many of us can tie the beginnings — or like the evil villain origin story of math anxiety — to a particular event, or series of events. And my series of events started, the big blow-up, I guess, in fourth grade. And I had had some struggles in school — I have mild dyslexia and dyscalculia. And so I had always been in the special group of kids who got some extra attention <laugh> from the teacher, or from an aide, or whoever happened to be in the room. But in fourth grade — at that time, they taught multiplication and division facts in fourth grade. Many, many moons ago. And I struggled greatly with just understanding what was happening and why we were moving so quickly. And, my teacher was probably not the best person to be entrusted with my learning at the time. Like, her style may have been OK for others, but it was obvious that she felt like kind of wasting her time with some people in the classroom. And I happened to be one of those people.

Bethany Lockhart Johnson (10:26):

Mmm. You said that really diplomatically, though. <Laugh>

Dr. Heidi Sabnani (10:30):

Well, you know, you look back at things from the perspective of many years. And having made lots of mistakes myself in the classroom as a teacher, I try to give some grace to things that happened, and how you remember them. Yeah, that’s my story, but maybe she had a different one, right?

Bethany Lockhart Johnson (10:55):

Yeah. But fourth grade Heidi was still, you know, still experiencing that. Yeah.

Dr. Heidi Sabnani (11:01):

Yeah. Fourth-grade Heidi didn’t like being in the “dumb group” and didn’t like being told that she would probably not graduate from high school. So that was kind of the general environment. And I got further and further behind in math. The dyslexia was less and less of an issue the older I got, because I had great comprehension. And so I could figure out the fluency thing just by the pattern of language, because mine is mild in comparison to so many who struggle with that. But math was not working in that same way. And I got more and more behind and to the point where I was having to stay in every day at recess. And I had had it after like a month. Like, I’m not staying in at recess anymore to do this math that I don’t understand, by myself. Like, not doing it. So I—

Bethany Lockhart Johnson (11:53):

Which, by the way, if there’s one way to make you hate it, <laugh> like, to engender, to endear you to a subject, could it be, “Let’s have you stay in at recess”?

Dr. Heidi Sabnani (12:07):

Right. And so one day I just stormed out of the classroom, I was like, “I’m not coming. I’m not staying, I’m not doing this anymore. I’m done.” And I can remember her standing up at the top of the hill screaming at me to come back, and I was like, “No way. Not doing it. Done with this.” I went to a parochial school, though, and my dad is a pastor. So that whole little incident blew up in the greater community in a way that I didn’t really anticipate as a fourth grader. And my parents had no idea that this was going on. And so they were shocked and dismayed that their — up until that point — oldest child, rule-follower, had done this. But then even more upset when they found out what was happening with my math understanding, or lack thereof. And they did what they knew best at the time. So my mom was a great memorizer. She has a brain like an elephant. And my dad grew up in the British system in India and Singapore, and it was at that time very much based on memorization. And so they were like, “We are gonna just work really hard. We’re gonna buckle down and do this thing <laugh>.” And so that’s what we did, and that’s where all of it began. It was not — it was just about “We’re gonna learn the facts. We’re not gonna ask questions; we’re not gonna think about it, because it’s just the rules. And if you can figure out the rules or the system or what the teacher wants, and mimic what the teacher is doing, then you’ll be successful.” And it was really successful for me, once I figured that out all the way through. My whole goal in high school when I took high school math was to take enough math courses with a high-enough GPA that when I got my BA in college, that I would never have to take math again. And I succeeded in that and got an English degree and a Master’s in world lit. And I was in no way doing math ever again.

Bethany Lockhart Johnson (14:31):

But little did you know that Future You was going to be researching math anxiety. How did you wind up researching it then? How did you wind up researching math anxiety?

Dr. Heidi Sabnani (14:43):

So I took a job in school improvement when I was working in Ohio, after a number of years teaching high school English in Southern California and Guatemala and Michigan, all over the place. And I took a job in school improvement with a co-consultant who was gonna be doing the math end, and I was gonna be doing the literacy end, and we were just gonna go in, and I was gonna make kids love reading, and she was gonna make kids love math, and it was gonna be so fun. And then she decided she didn’t like working with adults and they couldn’t find anyone else. And my boss said, “So you’re just gonna do both for the rest of the year.” After that year, I got requested to go back and, and do this again. I said, “Well, if I’m gonna do this, I’m going to go back and reteach myself the math in ways that I wish that fourth-grade Heidi had learned it, and fourth-grade-and-up Heidi had learned it.” And so that was like the, the beginning of the switch. And so now equal amounts of time in my career have been spent in both. But when I started, when I continued working, when I left the classroom to continue working with teachers, and when I transitioned more into an elementary setting, I began to notice the same behaviors that I had in high school of avoiding math, and avoiding teaching math, were happening in the classrooms that I was supporting. And so I would have teachers come and say, “Oh, can we talk about this literacy thing?” And even if it was like a math meeting, or we were supposed to split the time evenly, and ohhh, for some reason the literacy time talk would just like move over <laugh>. And then there was no time to talk about math at the end. And “Oh, that’s just too bad.” Like, we’re just gonna move on to this next thing. Funny how that happens, right?

Bethany Lockhart Johnson (16:32):

Yeah. <laugh>.

Dr. Heidi Sabnani (16:34):

And noticing teachers’ behaviors around going to and or avoiding math professional development that I was giving. Or getting sick. Or like having to leave the room for a long period of time. And so I began to notice these behaviors. And initially I thought I wanted to look at math anxiety in children, which is one branch of the research that I started with. But as I got into things more, the people that I have the most influence in are adults right now.

Dan Meyer (17:09):

Right.

Dr. Heidi Sabnani (17:09):

And so as I started looking at the research that had already been done, I feel like we do a really nice job of admiring the problem of math anxiety, and we do less in the “what to do about” phase. And so I was like, “Well, if I’m going to continue to be in this career and in this profession, then I need to be doing something in the space of ‘what are we gonna do about it?’” And so that’s how I switched to looking at “what do we do to help teachers?” Particularly elementary school teachers, because that’s the area of greatest need, based on previous research that we could at least do something to help.

Dan Meyer (17:51):

Yeah. A previous guest mentioned that a lot of research is better understood as me-search, especially in this kind of arena, where we’re going back in to try to understand what it was that happened for us and how to prevent it for future generations. And I have nothing but respect for that motivation right there. And your point is well-put, that it is very possible to spend a ton of time examining math anxiety from every angle, every facet, you know, put it up there on a mounted board and admire it … and there’s a lot of value there, but I appreciate that you’re moving into, “So, now what?”

Dr. Heidi Sabnani (18:27):

Yep.

Dan Meyer (18:28):

And so I’d love if you’d share with us and our listeners the broad details of your study, and what you ultimately found. Like, if there are any large takeaways here, what were they?

Dr. Heidi Sabnani (18:40):

Yeah. So a couple of things to kind of just lay a little bit of the groundwork. One out of four teachers say that they have math anxiety. Those numbers increase rapidly, the younger of the grades that the teachers teach. So if we think about preK to two, it’s about 88%, based on other people’s research. So I was like, “Well that’s a lot of people <laugh>!” And so, that’s the scope of the problem. And so I was thinking, “OK, what do we do in these moments?” Because other researchers had said they’re spending — when they don’t like it, they’re spending less time teaching math and avoiding it, or relying on methods that were done to us. Just out of fear of trying something different, at many times. And so one thing that has become more prominent in math education since I transitioned 16 years ago into this has been the role of coaches in school systems. And so one of the questions I wanted to think about was, “What can coaches or math specialists who work with adults as well do to help the teachers that they work with?” So that was kind of the lens that I was looking at. Like, let’s think about the systems that we currently have in place. Is there something that we could be doing that would help teachers, that wouldn’t be so huge or so monumental that with little shifts in our own behavior as coaches or professional development providers that we could make that would make a difference? So that being said, this was a qualitative study, so a small group of people in very intense settings. So I kind of always wanna preface that, because in academic world, you know, there’s <laugh> all sorts of thoughts about that. So I had asked teachers from districts that I work with who self-identified as having math anxiety if they would be interested in the study. So, this is what we’re thinking of, this is what it would look like, and the scope of the support they would have.

Bethany Lockhart Johnson (20:50):

So basically you’re tracking these four teachers who self-identified as math anxious. And were you serving as their coach and kind of seeing what was working?

Dr. Heidi Sabnani (21:00):

I was serving as their coach. Yeah. I was serving as their coach during that time period. And some fairly recent research that had been done was in the idea of “Can we do some reflective conversations or reflective writing around where your math anxiety started, and how that makes you feel both as a teacher of mathematics now, because you are teaching math, and how that affects your identity as a mathematician?” And so that was the first starting point. And that was a really critical moment that I’m glad that I had stumbled across the research on, because it turned out that having someone hear and acknowledge that what happened to them was both wrong and inappropriate, in many cases, and in a couple instances, was traumatic and also abusive — that that mattered. That it was OK to feel anger and hurt and frustration based on what happened to you in the past. And then have that moment to reflect on, “OK, so what do you want the classroom environment that you’re building as a teacher to feel like for your students?” So it was turning that moment of how they felt to thinking about, then, what kind of environment do we wanna make within the math classroom? And what steps can we take to ensure that happens? So that was like, Step One is just thinking about what that looks like. What kind of math identities then do you want to create for your students? Because all of the teachers were very concerned with not continuing the cyclical nature that often happens with math anxiety, from teacher to student and back again.

Bethany Lockhart Johnson (22:54):

Well, and even that validation, right? Like, how many of them hadn’t even had, like you said, had that? We had another, when in our first episode, Dr. Gerardo Ramirez talked about that validation and how key.

Dr. Heidi Sabnani (23:09):

Yeah. That was the first thing. The next step of it, which very different from what I often do — I don’t generally go in and model for teachers — just me, taking over your classroom. I really like to co-plan with teachers and co-teach with teachers and have it not feel like they’re losing control over what’s happening in that moment. And that’s generally the way that I go in when I’m doing professional development in a classroom, right? Like, I’m working with the teacher and we’re a team; we’re doing this together. But in these four cases, these teachers were very, very resistant <laughs> to co-teaching. And so I said, “OK, well, let’s throw everything out. Let’s try whatever it happens to be.” So the modeling aspect turned out to be really important, in part when three out of the four cases, because they were like, “Oh, I can do that.” <laugh> like, Well, yeah, I know you can! Like, it was that having a moment to sit back and see someone else doing it — which is harder to do when you’re co-teaching, right? It’s harder to be reflective in the moment when you’re still thinking about the teaching choices you’re making, because you’re both co-teaching.

Bethany Lockhart Johnson (24:24):

Right. Or sometimes you see, like in co-teaching, it falls into “one teach, one manage,” you know, or something like that.

Dr. Heidi Sabnani (24:31):

Yes.

Bethany Lockhart Johnson (24:31):

I have definitely fallen into that. But you, by modeling … it was almost, I don’t know, it feels like you’re kind of holding their hand. Like, “I’ll show you!” And not that it has to exactly look like that, right? But you found if a coach is coming in and the teacher gets to sit back and basically watch their students learn, they’re probably gettinga ton of information about their students, and they’re really learning some teaching strategies for mathematics that they can then like dip their toe in. I think? <Laugh> Am I kind of thinking of this? I’m trying to picture this and it feels rich and rife with possibilities <laugh>.

Dr. Heidi Sabnani (25:16):

Well, and it, it turned it from … I think sometimes, when I go into a classroom, I learn so much from watching teachers and being able to sit and listen to students, that you don’t always have the luxury of when you’re the teacher. <Laugh> Right? It’s so much harder to be like, “OK, I’m gonna be watching what a kid does, because I’m hoping someone uses this strategy, so I can connect it to this other person’s strategy, so that we can take that apart and look at it and really have immediate discussion around it.” Those are all so many things that are happening in the moment as a teacher. You don’t get to sit back and look at it from a researcher kind of lens. Or look, you know, from the up-above lens. And when I had these conversations with teachers, I was like, “That’s what I want you to do. I want you to be able to sit back and look at all the things that are happening.” Because then you begin to notice not only the moves that the teacher — in this case, me — who was modeling for them was doing, but also the student conversations. And it was almost like having a case study within that moment, where they got to sit back and just experience, versus thinking about all the decisions that they would make at the moment. So that was something that was really surprising to me.

Dan Meyer (26:33):

Yeah. And I love the idea that they’re seeing the pedagogical moves, but they’re also experiencing perhaps a sense of math that’s de-stressed. You know, they are allowing themselves to sit next to students and feel as though they are a student, in ways that if you’re co-teaching, you are still like enmeshed in the gears of the whole lesson. I wonder if that’s a part of this too. So I’m hearing from you that we’re taking these teachers who have all admitted to some math anxiety, and that one of the interventions, or one of the findings, was that modeling worked really well for, again, this set of teachers. But you modeling lessons that highlighted mathematics, that was less anxious, that helped the teachers see that students were engaging in really productive un-anxious ways, brave ways. Were there other kinds of takeaways that you experienced there?

Dr. Heidi Sabnani (27:24):

Yeah. So in addition to that, we had to think about and start at Step One. One of the teachers that I worked with had done her student teaching with a teacher who had math anxiety, and who never taught math. And so she entered her teaching career, never having taught math before or seen it taught. And so in her situation, she had had one course in her teacher preparation program, that was on fractions.

Bethany Lockhart Johnson (27:54):

That’s often the case, right? One math methods course! Help, we have to get it all in in this semester! <Laugh>

Dr. Heidi Sabnani (28:01):

<Laugh> Yes. And so she came in and said, “I feel like I have to start at the beginning.” And so there was no question that was inappropriate, or that we weren’t going to explore or think about. And so that was, I think, the starting place with that particular teacher. And then one other, who was kind of in her same age range, where we had to start thinking about, “OK, how did you learn as a learner? What ways are you seeing your students learn as learners? And then let’s focus on those first as the areas that you wanna explore in your teaching.” And so a lot of that ended up being much more visual and hands-on ways of exploring. And so those were some of the changes in, I think, pedagogy that were the most significant. In a couple of cases, these are early elementary teachers who had had one experience with manipulatives in their whole teaching career up until that point. And so one teacher brought me a bucket of Cuisenaire rods and said, “These are in my room. I don’t know what they are. <Laugh> Are we building things with them? Are they blocks that are just small? <Laugh> Like what are they for?”

Bethany Lockhart Johnson (29:20):

Yes!

Dr. Heidi Sabnani (29:21):

And so, <laugh> it was that idea of, “OK, let’s, let’s explore all the different ways that we can use these, and that we can think about how your students might learn best with this particular tool that you have in your room.”

Bethany Lockhart Johnson (29:34):

So hearing you talk about this research — which by the way, I know, you’re like, for our listeners, it’s all, “Quick, boil down your years and hours of research and synthesize it for us.”

Dan Meyer (29:50):

Your life’s work.

Bethany Lockhart Johnson (29:50):

In a little tiny neat package. But really though, even though I know there’s so many layers to your research, and your work with these teachers, I wanna flag for our listeners that even the things that you’ve identified for us, you were giving teachers space — as coach, giving teachers space, and validating their experience as a mathematician, as you know, as a young student, right? Making space for that experience and validating “Yeah, that was really lousy and your math anxiety is real.” Like, Step One is already powerful. And then you’re creating space where they get to be in their classroom as a learner, right? And have a lesson modeled. And then you’re creating more <laugh> space for them to learn and ask questions. And I have absolutely seen teachers like, “I don’t know what to do with these,” and kind of shove aside the district-provided tools or the curriculum-provided tools. And so even those things, Heidi — Dr. Heidi <laugh> — you know, even if … I don’t know, for me, I am listening to you and just holding those points in mind and feeling like that, alone, if a coach did even just that … I know there’s so much more to it, but what a powerful opportunity for reclaiming math as an educator, right? That’s what I’m feeling.

Dr. Heidi Sabnani (31:25):

Well, and I was hoping that there wouldn’t be … I mean, OK, it’s a double-sided hope. If there was something like so novel and so fantastic that was so different from the things that we have already at our disposal, that would’ve made a much better book or dissertation. <Laugh> But the reality is, there are things that we already know work. And we don’t often take the time or, or are given the time to be able to explore those things. Right? So even as coaches, you have district initiatives or things like, “this is what we’re working on this year,” and that’s fantastic, right? We keep those things moving forward. But if we’re thinking about coaching teachers with math anxiety, no teacher with math anxiety is going to be coming to NCTM.

Dan Meyer (32:16):

Right. Right. Or the training.

Dr. Heidi Sabnani (32:19):

Or the training. They’re like, “Oh, PD day? Literacy! Yes, please! Bye!” You know, it’s that piece of it. So when we have these moments, the coaching is the opportunity to provide that just-in-time kind of professional development for teachers, if we go at it in a slightly different way. It does not have to be huge. It can be things like, they feel that they’re stronger in literacy. Well, then, let’s explore some of the ideas around math, anxiety and math identity and examples of people who’ve overcome either those things or other barriers in their life. And how can those things help form not only your students’ math identity, but your math identity. And it gives entry points in ways that you have access to if you’re a person’s coach.

Dan Meyer (33:18):

So in that sense, I’d love to know from you, if someone came to you at a coach’s meeting at NCSM and asked you, “What is something I can do right now to support the teachers at my site and my district, who are commonly experiencing math anxiety?” What is something that you would offer them in that brief moment you had with that coach?

Dr. Heidi Sabnani (33:40):

So it is hearing their story first. That’s the big one. And then, can you, in your coaching, provide opportunities to slow down? We all have these pacing guides in some form or another, that drive the things that are coming. Is there a way that you can set up meetings a month or more in advance of the content that those teachers are going to teach? Can we explore a month in advance, that content? And ways to teach it and understand it? There’s the ways to teach it, but there’s also like, “What is this math and how do kids experience this math?” What kind of experiences do we want to have ourselves as learners and then have as kids? If we can create cycles like that, that then don’t feel so rushed. It’s so hard when we’re like, “Oh, we have a planning meeting and we’re meeting with our coach!” And you’re teaching this lesson tomorrow. “Learn all this stuff about adding and subtracting on a number line. Go!” It’s so fast. And so if we had those opportunities to build in cycles, where we could slow down that process, it would make a huge difference in the lives of so many teachers. And it’s finding that time and the willingness. If you listen to teachers, they will work with you. If you validate what happens to them, and acknowledge that sometimes that still happens to us. I mean, I still have experiences like that. Sometimes I’ll walk into a classroom and I’m like, “Oh, I forgot how to do that!” You know, like, “I’ve not reached that far in my remaking of my own education!”

Bethany Lockhart Johnson (35:24):

Yehhhh, heh heh heh.

Dr. Heidi Sabnani (35:25):

<laugh>. And you think, “I don’t wanna look like an idiot. I’m the math consultant who’s here to duh duh duh.” All of those things still come up. Yeah. And stopping and saying like, “OK, everybody, this is what’s happening to me right now.” <laugh> The vulnerability you have, you have to think about that. Even if you don’t have experiences of math anxiety in your own life. Let’s say you always rocked out in math, and you’re now a math specialist and you love it. You think it’s the most spectacular thing. There’s some other element in your life where you face some anxiety. All of us do. So it’s about thinking about, “OK, this is where I experience anxiety. Can I find that in the teachers that I work with? And then, can my teachers find that in the students they work with?” You know, the teachers, as they begin to reflect on their own experiences, began noticing which students always went to the nurse during math time, always asked to go to the bathroom during math time, always couldn’t find a pencil, or whatever it happened to be. And they began to be more aware of their students’ behaviors as well, and could then say, “Hey, let’s sit and talk about how you feel in math class. Like, I’ve been noticing that when it’s time for math, like your stomach hurts. Can we talk about like why that might be?” Because those teachers with math are more attuned, often, to those students. And so it just … the time factor, I guess is, is the bottom line.

Bethany Lockhart Johnson (36:59):

I just wanna say, it’s so great to have you in the Lounge. Because I think you’re really bringing this perspective that we haven’t talked about, which … we are not expecting coaches to walk in and know it all. That’s actually the exact opposite. You are allowed to be vulnerable. We are not saying, “Come,” quote-unquote, “Fix this.” It’s like, “Hey, how can you facilitate and make space?” And I feel like you have given us just a taste of like how that might be possible. And you know, I think even if it’s just a chance for teachers to reflect on their own experience in math, even that would probably be kind of revolutionary for — and I don’t say that word lightly — for some PD spaces, especially if they have another peer in their team that is like quote-unquote, “a whiz,” or like, “Oh, I don’t feel like I can be vulnerable in my math anxiety because this teacher seems to know it all.” But you’re creating space where it’s like, “Hey, we all have strengths. We all have areas where we could support each other.” And I love that invitation for coaches. I love that invitation for teachers. And … yeah. I’m just, I’m so glad we get a snapshot of your research. Again, I know, I respect that this is not the whole thing!

Dan Meyer (38:22):

Can we find … is there a link to your dissertation in the show notes, for those of us who peruse dissertations? Can we add something here? Think about —

Dr. Heidi Sabnani (38:29):

Oh, I have no idea!

Dan Meyer (38:30):

Just think about it. Just think about it. But —

Dr. Heidi Sabnani (38:34):

It’s somewhere on ProQuest. It did get some. …

Dan Meyer (38:36):

Right on.

Bethany Lockhart Johnson (38:36):

Is that a thing, Dan? Could I go, like, Google your dissertation?

Dan Meyer (38:39):

You definitely could. Yeah, for sure. It’s around. Yeah, same way. Well, that’s awesome. And I think it’s so helpful for those who write those enormous unwieldy essays to, you know, distill it in different ways. I hope it’s been … we’ve enjoyed so much, hearing you carve up a huge project into pieces that were really helpful for us to think about here in the Lounge. Thank you so much for coming on and hanging out with us. Dr. Sabnani, it’s been a pleasure.

Dr. Heidi Sabnani (39:06):

Hey, I’m happy to do it any time. Always the biggest joy in the work that I do is little changes in a positive direction.

Dan Meyer (39:18):

Right on.

Dr. Heidi Sabnani (39:19):

That’s all that this is about. Right? Whether it’s kids, whether it’s teachers, whether it’s administration. The work that we all do is so valuable, and it is more and more difficult over time. And just giving ourselves a little bit of space to think about and acknowledge that, I think, is really important. So I appreciate you all making space as well. And thinking about this idea. Because <laugh> we’re math people! And we don’t have math anxiety! Right?

Bethany Lockhart Johnson (39:51):

<laugh>

Dan Meyer (39:51):

So people would assume

Dr. Heidi Sabnani (39:54):

<laugh>. Yeah.

Bethany Lockhart Johnson (39:54):

Thank you so much. You’re welcome back in the Lounge anytime. <laugh> Thanks so much for listening to our conversation with Dr. Heidi Sabnani, consultant and co-host of the show “Math for All.” I can’t get enough about talking about math anxiety!

Dan Meyer (40:13):

Especially from people who are working with teachers so closely.

Bethany Lockhart Johnson (40:18):

Yes, totally. I loved that lens of, “Hey, look at what happens if we actually focus on the teacher’s experience and help them kind of reclaim this comfort, this sense of identity, relationship with math that’s positive. How does that impact their teaching?” I loved talking about it, and I’m really interested in how that work continues to evolve. So thank you so much Dr. Sabnani, for your time. And you know, listeners, please keep in touch with us on our Facebook, in our discussion group, Math Teacher Lounge Community, or you can find us on Twitter at MTL show.

Dan Meyer (40:58):

If you haven’t already, please subscribe to Math Teacher Lounge, wherever you get podcasts. Also, if you like what you’re hearing, please rate us and leave us a review. It will help more listeners find the show. And it just makes me and Bethany feel good about ourselves, too. You can find more information on all of Amplify’s shows at our new podcast hub. Go to Amplify.com/hub.

Bethany Lockhart Johnson (41:20):

You know, Dan, I also always like to say, I find most of my podcasts through recommendations from other listeners, friends, folks. So if you like what you’re hearing, share it in your teacher lounge. Just, like, on break, turn it up and start vibing and having the conversation right there.

Dan Meyer (41:40):

Yep. Yep. I got a better idea. Take the link to this podcast and then copy it and find the longest — the thread in your inbox with the most people on it. One of those ones that’s like, someone accidentally cc’d like 500 people, everyone at your school. Press “reply.” This is crucial. Not “reply,” but “reply all.” Paste that link in. Press “send.” Watch what happens.

Bethany Lockhart Johnson (42:04):

Nothing but good —

Dan Meyer (42:04):

Good fortune will be yours.

Bethany Lockhart Johnson (42:06):

Nothing but good things can happen when you send this to 500 people in the next 10 minutes. Next time on Math Teacher Lounge, we’re gonna be joined by Dr. Marjorie Schaeffer of St. Mary’s College for a conversation about math anxiety, and specifically Dan, how parents and caregivers, how their disposition influences the way their kiddos feel about math.

Dr. Marjorie Schaeffer (42:29):

I think the most important thing we know from literature right now is that high-math-anxious parents, when they interact with their children, their children learn less math over the course of the school year.

Bethany Lockhart Johnson (42:40):

And get this, she’s gonna talk to us about an app that just might be something worth, you know, heading over to the app store for.

Dan Meyer (42:49):

I’ve used some apps, I have opinions, and I can’t wait. We just share recommendations on apps with Dr. Schaeffer.

Bethany Lockhart Johnson (42:56):

That’s next time on Math Teacher Lounge. Thanks so much for listening.