Math Chat

Mona Iehl

Mona, of Mona Math, reveals the mysteries of how to teach elementary math even if you aren't a math person. Discover how you can develop a buzzing student led math classroom. We cover all things math identity, classroom culture, and student centered instructional practices to help you empower students to love and understanding math deeply.

  1. HACE 2 DÍAS

    197: Math Is a Language of Power an Interview with Stephanie Marrero

    Send us a text In this episode, we explore what happens when math instruction moves beyond answers and procedures and into interpretation, questioning, and meaning-making. This conversation invites educators to rethink how math prepares students not just for tests, but for a world shaped by numbers, data, and decisions. At its core, this episode reminds us that teaching math is about more than content. It’s about helping students develop agency, critical awareness, and confidence in how they interpret the world. When students learn that math is a language of power, they begin to see themselves as capable of understanding — and shaping — the systems around them. 💬 Connect with Stephanie InstagramEmail - Stephanie@algebramadesimple.comWorkshops🎧 Listen, Reflect, and Keep the Conversation Going If this episode stretched your thinking or named something you’ve been carrying, take a moment to sit with it. 👉 Listen to the full episode to explore what it means to teach math as a language of power. ⭐ Subscribe to the podcast and leave a review to help more educators find these conversations. 📤 Share this episode with a colleague who’s ready to help students think critically and see math differently. Because you’re not just teaching math — you’re teaching students how to see the world. ❤️

    30 min

  2. 2 FEB

    196: A Classroom Moment That Changed How I Teach Problem Solving

    Send us a text When students were asked to solve independently, things quickly unraveled. Behaviors surfaced, lessons derailed, and reliance on the teacher increased. This wasn’t a lack of effort — it was a lack of confidence, a common barrier in developing effective math problem solvers. After the lesson ended, one question lingered: Do they actually understand the math? Students had learned how to watch and copy, not how to reason. This realization exposed the disconnect between effort and outcome and highlighted what was missing in math problem solving instruction. 🎧 Listen, Reflect, and Take the Next Step If this classroom moment feels familiar, this episode is for you. 👉 Listen to Episode 196 to hear how one moment reshaped math problem solving instruction. ⭐ Subscribe to the podcast and leave a review to help other educators find these conversations. 📣 Share this episode with a colleague who’s working to build confident, capable math problem solvers. Because strong math problem solving starts when students are given space to think. 💛

    14 min

  3. 26 ENE

    195: Readers Read and Mathers Math, Interview with Deborah Peart Crayton

    Send us a text What if math classrooms were places where every child saw themselves as capable, curious, and confident? In this episode, we’re joined by Deborah Peart Crayton, founder and Queen Mather of My Mathematical Mind, to explore what it truly means to become a Mather. Together, we unpack how joyful learning, strong identity, and intentional instruction can transform how students experience math. 💬 Connect with Deborah  Website: https://www.mathersgonnamath.com/📘 Order her Book - Readers Read. Writers Write. Mathers Math!  LinkedIn🎧 Listen, Learn, and Join the Mather Movement Ready to rethink what’s possible in your math classroom? 👉 Listen to the full episode to hear Deborah Peart Crayton share her insights on identity, joy, and becoming a Mather. ⭐ Subscribe to the podcast and leave a review to help other educators discover this conversation. 📢 Share this episode with a colleague who’s passionate about building confident, joyful Mathers in every classroom.

    44 min

  4. 19 ENE

    194: What If Students Don’t Know the Math Yet?

    Send us a text What happens when students haven’t been taught the math yet—but the task is right there waiting? In this episode, I unpack the fear many teachers feel before launching a rich task and explains why that hesitation, while understandable, often blocks the very learning we want. If you’ve ever wondered whether your students are “ready,” this conversation will gently shift how you think about readiness and learning. When we trust students to begin with what they know, incredible learning unfolds. Thanks for showing up for kids—and for yourself—as a math teacher willing to grow. 🤍 Need Ongoing Math Support? Join the Support Circle If you’re listening and thinking, “I want to do this well—but I don’t want to figure it out alone,” the Math Teacher Support Circle was created for you. Inside the Circle, you get ongoing math support, coaching, and a community of teachers all implementing Word Problem Workshop and rich problem-solving routines together. You’ll have a place to ask questions, get feedback, choose strong tasks, and build confidence—especially during Grapple—so supporting student thinking feels doable, not overwhelming. 🎧 Ready to Dive In? 👉 Listen to the full episode now 👉 Subscribe so you don’t miss future conversations 👉 Leave a review to help other teachers find this work

    10 min

  5. 12 ENE

    193: Questions to Ask in Math Class

    Send us a text What if the biggest shift in your math block didn’t come from a new curriculum or tool—but from the questions you ask? In this episode, I explore how intentional math questions can spark deeper thinking, richer conversations, and stronger reasoning, all while requiring teachers to talk less. If you’ve ever felt the urge to jump in and explain, this conversation will feel both challenging and freeing. You don’t need a new curriculum or a perfect lesson to transform math class. With meaningful questions, strategic silence, and a consistent routine like Word Problem Workshop, students begin to do the heavy cognitive lifting. This week’s challenge: ask one purposeful question—and then stop talking. 🎧 Ready to Listen? If you want students to think more deeply and take ownership of their ideas, this episode is for you. 👉 Listen to the full episode now 👉 Subscribe to the podcast so you never miss an episode 👉 Leave a review to help other teachers find this work

    14 min

  6. 5 ENE

    192: What Should Students Do, Say, and Think in Math Class & How We Get Them There.

    Send us a text What should students actually be doing, saying, and thinking in math class? In this episode, I break down this essential question and shifts the focus away from pacing guides, tests, and compliance—and back to student thinking. If you want math class to feel alive, engaging, and meaningful, this conversation sets the stage. So how do we make this happen consistently? The answer isn’t more strategies or better worksheets—it’s a routine. This segment breaks down how Word Problem Workshop provides a predictable structure (Launch, Grapple, Share, Discuss, Reflect) that reliably gets students doing, talking, and thinking about math without relying on scripted lessons or high-level curriculum materials. 📘 Don't have time to read a book?? Join the Support Circle!  🎧 Ready to Listen? If you’re ready to build a math classroom where student thinking takes center stage, this episode is for you. 👉 Listen to the full episode now 👉 Subscribe to the podcast so you never miss an episode 👉 Leave a review to help other educators find this work

    13 min

  7. 29/12/2025

    191: When 1st Graders Tackle Multiplication Stories… Magic Happens

    Send us a text Today’s episode dives into a question many K–1 teachers ask: Why are we giving multiplication problem types when they’re nowhere in the standards? If you’ve ever wondered whether this is developmentally appropriate, too advanced, or simply “off track,” you’re definitely not alone. But here’s the truth: young children already experience multiplicative situations in real life — and those experiences naturally support early additive reasoning. In this episode, I share a powerful story from Kayla’s first-grade classroom that illustrates exactly why these problem types matter. 🎧 CTA — Listen, Subscribe, Review & Download If this episode sparked ideas or affirmed your instincts, make sure to listen to the full conversation, subscribe to the podcast, and leave a review to help more teachers find it.

    17 min

  8. 22/12/2025

    190: What Happens When Students Struggle? How We Can Help Without Taking Away the Opportunity to Think

    Send us a text In today’s episode, we’re diving into what really happens when kids struggle—and how to support them without rescuing them from the thinking process. You’ll hear the story of a quiet 3rd grader named Daria and how confidence, belief, and intentional instruction changed her entire trajectory. Many teachers have taught a student like Daria—sweet, shy, unsure, and labeled “below grade level.” Yet, through connection and curiosity, her brilliance surfaced long before her academic data did. This teaser shows why confidence isn’t everything, but why it’s a powerful catalyst for learning. 🔗 Links Mentioned in This Episode: 📘 Word Problem Workshop ⭐️ Join the Book Club HERE 🎧 Ready to Dive In? Listen to the full episode to hear the stories, strategies, and mindset shifts that help kids thrive—without taking away their thinking. 👉 Listen now 👉 Subscribe to the podcast 👉 Leave a review to help other educators find this work

    17 min
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Mona, of Mona Math, reveals the mysteries of how to teach elementary math even if you aren't a math person. Discover how you can develop a buzzing student led math classroom. We cover all things math identity, classroom culture, and student centered instructional practices to help you empower students to love and understanding math deeply.

Información

  • Creador
    Mona Iehl
  • Años de actividad
    2021 - 2026
  • Episodios
    215
  • Clasificación
    Apto
  • Copyright
    © 2026 Math Chat
  • Mostrar sitio web
    Math Chat

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