Math, Actually

McGraw Hill
  • 5.0 (4)
  • Education

Teaching Tips That Truly Add Up

  1. 1h ago

    Series 3, Episode 5: What Does It Take to Make Authentic Math Learning Last?

    What does it take to make authentic math learning part of everyday instruction and not just an occasional classroom experience? In the final episode of this five-part series, we're joined by Cheryl Tobey, STEM Education Specialist at the Maine Mathematics and Science Alliance (MMSA), to explore what it takes to support authentic mathematical learning at scale. Drawing on her experience working with educators and school leaders, Cheryl discusses the importance of shared expectations, professional trust, collaborative learning, and resources that help effective teaching practices grow and endure. Cheryl also addresses common misconceptions about authentic math learning and shares practical advice for teachers getting started. From choosing one routine to focus on at a time to approaching student thinking with curiosity rather than simply looking for correctness, she offers ways to make meaningful changes in the classroom. In this conversation, we explore: - What administrators and instructional coaches can do to create an environment where teachers feel supported in taking instructional risks - Why schools need shared expectations, time for collaboration, and a common bank of teaching strategies and resources - Why authentic math learning is intentional teaching and not a move away from teaching - How teachers can begin by focusing on one new routine or practice at a time - Why approaching student thinking with curiosity can reveal how students reason and make sense of mathematics - How authentic student work can become a valuable resource for feedback, reflection, and learning Authentic math learning takes more than a new strategy or routine. It requires a shared understanding of what meaningful mathematics looks like and the trust, time, and resources to make it part of everyday teaching and learning. Guest: Cheryl Tobey, STEM Education Specialist, Maine Mathematics and Science Alliance (MMSA) Follow Us: Facebook: https://www.facebook.com/McGrawHillK12X:  https://www.x.com/mcgrawhillk12LinkedIn: https://www.linkedin.com/company/mcgraw-hill-educationPinterest: https://www.pinterest.com/mcgrawhillk12/Subscribe Here: https://www.youtube.com/@McGrawHillEducationSchool/sub_confirmation=1

  2. 1d ago

    Series 3, Episode 4: Developing mathematical confidence through ownership and representations

    How do we help students see themselves as capable mathematical thinkers? It starts with giving them opportunities to explore, reason, and discover that their ideas matter. In this episode of Math, Actually, we're joined by Cheryl Tobey, STEM Education Specialist at the Maine Mathematics and Science Alliance (MMSA), to explore how student ownership, multiple mathematical representations, and meaningful learning experiences can build mathematical confidence. Cheryl shares why teachers sometimes need to turn learning over to students sooner, how visual and concrete representations create entry points into mathematics, and why students need opportunities to make connections between different ways of thinking. She also explores the role of gameplay in reinforcing mathematical concepts and helping students develop fluency over time. In this conversation, we explore: - Why giving students more opportunities to do the mathematical thinking matters - How visual, concrete, symbolic, contextual, and verbal representations support understanding - Why connecting mathematical representations is more important than relying on symbols alone - How games create opportunities for repeated practice, exploration, and mathematical fluency - Ways teachers can build student confidence and help learners recognize the value of their own reasoning - When students see that their ideas and strategies matter, they begin to see themselves differently as math learners. Creating those opportunities is an important part of authentic math learning. Guest: Cheryl Tobey, STEM Education Specialist, Maine Mathematics and Science Alliance (MMSA) Follow Us: Facebook: https://www.facebook.com/McGrawHillK12X:  https://www.x.com/mcgrawhillk12LinkedIn: https://www.linkedin.com/company/mcgraw-hill-educationPinterest: https://www.pinterest.com/mcgrawhillk12/Subscribe Here: https://www.youtube.com/@McGrawHillEducationSchool/sub_confirmation=1

  3. 2d ago

    Series 3, Episode 3: How do teachers help students take ownership of their thinking?

    How can teachers support students without immediately giving them the answers? Sometimes, helping students learn means knowing when to step back and give them space to think. In this episode of Math, Actually, we're joined by Cheryl Tobey, STEM Education Specialist at the Maine Mathematics and Science Alliance (MMSA), to explore how teachers can build independent, self-regulating math learners through purposeful classroom routines, meaningful feedback, and student reflection. Cheryl shares practical strategies for helping students work through challenges, learn from mistakes, and take greater ownership of their mathematical thinking. From the "Untangle the Tangle" routine to peer feedback and reflection, she explores how small instructional shifts can create opportunities for deeper reasoning and greater student independence. In this conversation, we explore: - Why helping students doesn't always mean telling or showing them how - How teachers can recognize and respond to student thinking - Using "Untangle the Tangle" to make error analysis a collaborative learning experience - How peer feedback and classroom routines build student confidence and independence - Helping students distinguish between what they were doing and what they were learning The goal isn't to eliminate struggle. It's to give students the strategies, routines, and confidence to work through challenges and become active participants in their own learning. Guest: Cheryl Tobey, STEM Education Specialist, Maine Mathematics and Science Alliance (MMSA) Follow Us: Facebook: https://www.facebook.com/McGrawHillK12X:  https://www.x.com/mcgrawhillk12LinkedIn: https://www.linkedin.com/company/mcgraw-hill-educationPinterest: https://www.pinterest.com/mcgrawhillk12/Subscribe Here: https://www.youtube.com/@McGrawHillEducationSchool/sub_confirmation=1

  4. 3d ago

    Series 3, Episode 2: Rethinking Math Instruction: Less Practice, More Thinking

    How can teachers create meaningful math learning experiences while navigating pacing requirements, assessment pressure, and packed curricula? In this episode of Math, Actually, we're joined by Cheryl Tobey, STEM Education Specialist at the Maine Mathematics and Science Alliance (MMSA), to explore the challenges that can get in the way of authentic math learning and practical ways teachers can make room for deeper student thinking. Cheryl shares why authentic math instruction doesn't necessarily mean slowing down. From rethinking the questions teachers ask to identifying the most meaningful problems in a lesson, she offers practical strategies for shifting the focus from completing more problems to developing stronger mathematical understanding. In this conversation, Chuck and Tobey explore: - How pacing and assessment pressures can impact meaningful math instruction - Why a shared vision for teaching and learning matters - How low-prep questioning strategies can encourage mathematical reasoning - Why selecting six to nine meaningful problems can be more effective than completing 25 - How teachers can prioritize conceptual understanding while maintaining curriculum integrity Authentic math learning isn't about doing more problems. It's about creating more opportunities for students to think, reason, discuss, and make meaningful mathematical connections. Guest: Cheryl Tobey, STEM Education Specialist, Maine Mathematics and Science Alliance (MMSA) Follow Us: Facebook: https://www.facebook.com/McGrawHillK12X:  https://www.x.com/mcgrawhillk12LinkedIn: https://www.linkedin.com/company/mcgraw-hill-educationPinterest: https://www.pinterest.com/mcgrawhillk12/Subscribe Here: https://www.youtube.com/@McGrawHillEducationSchool/sub_confirmation=1

  5. 3d ago

    Series 3, Episode 1: What Does Authentic Math Learning Really Look Like?

    What does authentic math learning really look like in the classroom? And how can teachers help students become confident mathematical thinkers rather than simply followers of step-by-step procedures? In the first episode of Series 3 of Math, Actually, we're joined by Cheryl Tobey, STEM Education Specialist at MMSA, author, and experienced educator, to explore what it means for students to truly do mathematics. Drawing on more than 25 years of experience in professional learning and 10 years as a classroom educator, Cheryl shares how authentic math learning centers on student sense-making, mathematical reasoning, and reflection. She explores the role of meaningful problems, visual representations, peer collaboration, and purposeful teacher questioning in helping students take ownership of their learning. In this conversation, Chuck and Tobey discuss: - What authentic math learning looks like across grade levels - How teachers can use questioning to deepen student thinking - The difference between doing mathematics and simply receiving it - Why student sense-making matters more than the task itself - How to help students become independent, self-regulating learners Authentic math learning isn't just about getting the right answer. It's about developing the thinking, reasoning, and confidence students need to tackle problems again and again. Guest: Cheryl Tobey, STEM Education Specialist at Maine Mathematics and Science Alliance #MathActually #MathEducation #MathTeachers #MathematicalThinking #AuthenticLearning Follow Us: Facebook: https://www.facebook.com/McGrawHillK12X:  https://www.x.com/mcgrawhillk12LinkedIn: https://www.linkedin.com/company/mcgraw-hill-educationPinterest: https://www.pinterest.com/mcgrawhillk12/Subscribe Here: https://www.youtube.com/@McGrawHillEducationSchool/sub_confirmation=1

  6. 12/03/2025

    Series 2, Episode 4: Peer Power

    Gina and Chuck dive into the idea of training students as math coaches—empowering learners to guide and support one another through questions, hints, and encouragement. Hear how peer coaching can transform classroom culture and foster leadership in every student. Follow Us: Facebook: https://www.facebook.com/McGrawHillK12X:  https://www.x.com/mcgrawhillk12LinkedIn: https://www.linkedin.com/company/mcgraw-hill-educationPinterest: https://www.pinterest.com/mcgrawhillk12/Subscribe Here: https://www.youtube.com/@McGrawHillEducationSchool/sub_confirmation=1

  7. 11/26/2025

    Series 2, Episode 3: Math Makers

    What happens when students create their own math problems? Gina and Chuck discuss the benefits of student-authored tasks and how this practice strengthens conceptual understanding, creativity, and ownership of learning. Learn how to help students become true “math makers.” Follow Us: Facebook: https://www.facebook.com/McGrawHillK12X:  https://www.x.com/mcgrawhillk12LinkedIn: https://www.linkedin.com/company/mcgraw-hill-educationPinterest: https://www.pinterest.com/mcgrawhillk12/Subscribe Here: https://www.youtube.com/@McGrawHillEducationSchool/sub_confirmation=1

  8. 11/19/2025

    Series 2, Episode 2: Flip the Script

    In this episode, Gina and Chuck explore the impact of student-driven math talk—how giving students the floor to explain, question, and reason out loud helps deepen understanding and build confidence in math. Discover strategies to turn everyday lessons into meaningful math conversations. Follow Us: Facebook: https://www.facebook.com/McGrawHillK12X:  https://www.x.com/mcgrawhillk12LinkedIn: https://www.linkedin.com/company/mcgraw-hill-educationPinterest: https://www.pinterest.com/mcgrawhillk12/Subscribe Here: https://www.youtube.com/@McGrawHillEducationSchool/sub_confirmation=1

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Ratings & Reviews

5
out of 5
4 Ratings

About

Teaching Tips That Truly Add Up

Information

  • Creator
    McGraw Hill
  • Years Active
    2025 - 2026
  • Episodes
    13
  • Rating
    Explicit
  • Copyright
    © 2026 Math, Actually
  • Show Website
    Math, Actually

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