Five math myths that are holding students back (Ep 77)

In this solo episode, Anna Stokke explores five common misconceptions in math education that may sound convincing but aren’t supported by high-quality evidence. Based on a chapter she wrote for an essay collection by the American Enterprise Institute and researchED, Anna explains how these ideas can hinder student learning and create lasting gaps in mathematical understanding.

She examines misconceptions such as teaching multiple strategies to new learners, relying on technology instead of facts and procedures, and the belief that conceptual understanding must always come before procedural skill. Throughout the episode, Anna shares what the research actually says and highlights evidence-based approaches that better support student success in mathematics.

This episode is available in video at www.youtube.com/@chalktalk-stokke

The article version of this episode, written by Anna Stokke, ….

TIMESTAMPS

[00:00:00] Introduction

[00:01:21] Preview of what to expect in episode

[00:02:16] Myth #1: New learners should learn multiple math strategies

[00:05:41] What new learners should do instead

[00:06:04] Myth #2: Technology makes facts and procedures unnecessary

[00:09:31] Myth #3: Conceptual understanding must come before procedural skill

[00:13:50] Myth #4: Problem solving is the best way to teach mathematics