The Build Math Minds Podcast

After 10 years of running the Virtual Math Summit, here's what I've learned: what matters isn't the objective you planned. It's the residue - what actually gets left behind once it's over.  My objective in creating the summit all those years ago was to help you build your math mind…but the residue isn't always something about the mathematics.
Last weekend we wrapped up the 10th annual Virtual Math Summit. Over a million minutes of PD watched in just two days. And this week I went through the survey results to find out what residue people were actually taking away.
In this episode I share the six themes that kept showing up - from the power of listening to student thinking, to the confidence to just start implementing now even when you don't feel ready, to what the neuroscience of math actually tells us about how kids learn.
I also share one form of residue that I never thought about when I started the summit, but it might just be the most important.
Sessions are still free through Monday, March 9th at 10pm Pacific. Go to VirtualMathSummit.com to register and I'll send you the link to watch the replays before they come down.

Most educators who want math to be taught conceptually are the only one in their building trying to do it. They go to a workshop, get excited, and come back on Monday to a team still teaching algorithms and admin who wants scores to go up. The excitement fades and not because the idea was wrong, but because doing hard things alone is exhausting.
In this episode, the last one before the 10th annual Virtual Math Summit, I talk about why that isolation is the real barrier to change in math classrooms, and why community matters more than information. I also share what I've seen happen over 10 years of the summit: the thing educators say most isn't "I learned a great strategy." It's "I finally felt like I wasn't the only one."
So pick your one thing you want to learn about and get registered for the 2026 Virtual Math Summit (Feb 28 – Mar 1) so you can find your community.
There are 34 free sessions, keynotes from Dr. Kristopher Childs, Dr. Raj Shah, Pam Harris, and Graham Fletcher, free Brainingcamp access for all registrants, and giveaways during live sessions.
Register free at VirtualMathSummit.com

The CRA Model isn't a linear path. It's a Venn diagram. And when you hit the Sweet Spot, where concrete, representational, and abstract all overlap, that's when the magic happens.
In this episode, I'm revisiting one of my favorite topics and showing you why hands-on and visual learning matter MORE than ever for upper elementary students.
Two examples of the CRA Sweet Spot:
Early elementary: 7 + 8 on a Rekenrek (concrete) → drawing it on a number path (representational) → writing the equation (abstract)

Upper elementary: 3 × 1/4 with fraction tiles (concrete) → drawing rectangles or number lines (representational) → symbolic notation (abstract)

Why manipulatives aren't just for little kids: Upper elementary is when math gets MORE abstract. But if students don't have concrete and visual experiences to anchor their understanding, they end up memorizing procedures without knowing what they mean.
How to normalize manipulatives: Don't make them optional or "for struggling students only." Make them available for everyone. Model using them yourself. Show students that even YOU use tools to think through problems.
Tools that help:
Brainingcamp (digital manipulatives) - All Virtual Math Summit registrants get 6 months FREE access

Didax (physical manipulatives) - Celebrating 50 years! Giveaways during live summit sessions

The CRA Sweet Spot isn't just for younger kids. It's for upper elementary too. Don't skip the connections, that's what makes the learning stick!
Virtual Math Summit (Feb 28-Mar 1):
34 FREE sessions

Sessions from John SanGiovanni, Ryan Dougherty, Sara VanDerWerf & Nina Smith

Brainingcamp 6 months free access for all registrants

Didax giveaways during live sessions (must be present to win)

10 Build Math Minds memberships given away during live sessions

Register at VirtualMathSummit.com to learn from experts to help you incorporate more of the CRA into the classrooms.

Building Thinking Classrooms is powerful—but when teachers try to implement all 14 practices at once, it falls apart. In this episode, I share a better approach for math coaches: focus on ONE practice based on what your teachers actually want to improve. I walk through why the "all at once" approach backfires, how to choose which practice to start with, and how to build incrementally so changes actually stick.
Plus, I'm sharing three sessions at our free Virtual Math Summit that dig deeper into BTC—including a session from Peter Liljedahl himself specifically for math coaches on navigating the messy middle of implementation, Maegan Giroux on what kindergartners taught her about thinking classrooms, and Tammy McMorrow on building math identity and belonging.
Register for free at VirtualMathSummit.com

In this episode I'm saying something that might surprise you: Flexibility alone isn't enough for math fluency.
I know, I know. I literally have courses called The Flexibility Formula. I talk about flexibility ALL THE TIME. But here's the thing: We've swung the pendulum too far.
The problem: For years, we taught fluency through drill type worksheets, timed tests, and memorization. That had major downsides (anxiety, math avoidance, kids forgetting everything over summer). So the pendulum swung the other way. Now we're ONLY focusing on flexibility by building number sense, using strategies, and seeing relationships. And that's not working either.
The solution: True math fluency has THREE components—Accuracy, Efficiency, AND Flexibility. Students need all three.
In this episode, I break down:
The Fluency Framework:
Accuracy - Getting the right answer

Efficiency - Getting there in a reasonable time (not 1 second, but not 5 minutes)

Flexibility - Having multiple strategies and seeing number relationships

Here's the key insight: When kids have flexibility with numbers—when they see relationships and can use strategies—they can figure out problems without shutting down. However, for facts to eventually become automatic, students do need repetition and practice. Fluency isn't just Flexibility and it isn't just Efficiency. Students need all 3.
3 ways to help teachers stop the pendulum swing:
1. Get on the same page about what fluency means. 
2. Introduce purposeful practice structures. 
3. Help them understand the progression.
Resources mentioned:
The Flexibility Formula courses: BuildMathMinds.com/enroll

2026 Virtual Math Summit sessions from Pam Harris, Dan Finkel, and Becky Lord

Register free at VirtualMathSummit.com

The pendulum needs to stop in the middle. Flexibility is necessary but not sufficient. Students need all three: Accuracy, Efficiency, and Flexibility.