Moore Than Just X, Lansing, MI (2026)

08/26/2026

🎙️ NEW EPISODE OF THE MODERN MATH TEACHER IS LIVE

So...what is a Modern Math Teacher?

Is it someone using AI in their classroom?

Someone with the newest technology?

Someone constantly trying the latest teaching trend?

I don't think so.

In this episode, I’m pulling together the ideas we’ve been talking about throughout this series and sharing the five beliefs that have completely changed the way I teach mathematics.

We’re talking about:

• why meaning matters
• why belonging comes before confidence
• why thinking matters more than workload
• why sustainable teaching matters
• and why professional judgment will always have a place in our classrooms

Because being a Modern Math Teacher isn't about having the newest tools.

It’s about being intentional about the experiences we create for students.

The tools will change.
The curriculum will change.
The trends will change.

But the way we think about teaching?

That’s where the real transformation starts.

🎧 Listen to "So...What Is a Modern Math Teacher?” wherever you get your podcasts.

08/22/2026

I think a lot of teachers are carrying the frustration of their curriculum into their lesson planning.

And sometimes that frustration is justified.

But I also think we can accidentally give the curriculum more power than it deserves.

Your curriculum can give you the standards, sequence, tasks, questions, and structure. But it doesn't know your students the way you do.

It doesn't know when your first period needs more wait time. It doesn't know which context will actually connect with your students. It doesn't know when a discussion needs another five minutes or when a task needs a little more support.

That's your work.

And that doesn't mean rewriting every lesson.

Sometimes intentional planning is a small adjustment. A better question. A different context. An added discussion. A quick reflection.

The goal isn't to find the perfect curriculum.

It's to learn how to use the one you have with intention.

08/21/2026

The newest episode of The Modern Math Teacher is live 🎙️

Your Curriculum Isn’t the Problem

If you've ever looked at a lesson and thought, “My students are never going to connect with this,” you are not alone.

But what if the answer isn't finding a better curriculum?

In this episode, I’m talking about what it looks like to teach with intention when you didn’t choose the curriculum you're using.

We’re digging into:

• how to adapt a lesson without completely rewriting it
• the questions I ask before teaching a lesson
• why professional judgment still matters when you have a prescribed curriculum
• how small instructional decisions can change the student experience
• and why two teachers can teach the exact same lesson and create completely different classrooms

You don't need a blank page to be an intentional teacher.

You need to know how to use the tools you already have.

🎧 Listen to Your Curriculum Isn’t the Problem wherever you get your podcasts.

08/20/2026

I used to think being a great teacher meant constantly creating something new.

A better lesson.
A more engaging activity.
A cooler project.

And honestly? That mindset is exhausting.

At some point, I realized I wasn't building a classroom. I was building a collection of experiences I wasn't sure I could keep up with.

The shift for me was learning to ask a different question:

Can I realistically sustain this?

Because the best idea isn't always the best choice for your classroom.

Sometimes the most powerful thing you can build is a routine students know, a structure that gets better with repetition, or a system that gives you back some of your mental energy.

Your classroom doesn't have to be Pinterest-worthy to be meaningful.

It just needs to work.

For your students.
For their learning.
And for the teacher who still has to be standing there in April.

What are you building this year: a collection of memorable lessons or a classroom that can actually last?

08/18/2026

🎙️ New episode of The Modern Math Teacher is live!

Stop Trying to Be the Pinterest Teacher

Can I confess something?

There was a time when I thought being a great teacher meant constantly creating something new.

A better lesson.
A cooler activity.
A more engaging project.

And for a while, I loved it.

Until I realized I was spending so much energy trying to make every lesson extraordinary that I wasn't building a classroom I could actually sustain.

In this episode, I'm talking about what changed when I stopped chasing the next amazing idea and started thinking more intentionally about routines, systems, consistency, and sustainability.

Because the goal isn't to have the classroom that looks the most impressive in September.

It's to build the classroom that's still thriving in April.

🎧 Listen to Stop Trying to Be the Pinterest Teacher wherever you get your podcasts.

08/15/2026

We talk about rigor a lot in math education.

But I think we sometimes make it more complicated than it needs to be.

For a long time, I thought rigor meant making the math harder. More problems. More steps. More complicated numbers. More challenge.

Now I think about it differently.

Rigor isn't about how much students have to do. It's about what we're asking them to think about.

A single problem can be incredibly rigorous if students are comparing strategies, defending their reasoning, looking for patterns, making conjectures, or critiquing someone else's thinking.

And sometimes, the most important shift isn't adding more.

It's asking a better question.

What would change in your lessons if you stopped asking, "How can I make this harder?" and started asking, "How can I make students think more?"

That's the kind of rigor I'm interested in creating.

08/14/2026

The newest episode of The Modern Math Teacher Podcast is live 🎧

For a long time, I thought rigorous math meant harder problems.

More steps. More practice. More complicated numbers.

But eventually I realized something: difficulty and rigor aren't the same thing.

In this episode, I’m unpacking how my definition of rigor has changed and why some of the most rigorous moments in my classroom happen when students are comparing strategies, defending their reasoning, noticing patterns, or critiquing someone else's thinking.

We’re talking about:

✔️ why harder doesn't always mean more rigorous
✔️ how to increase thinking without increasing the workload
✔️ the difference between fluency and reasoning
✔️ how scaffolding can support rigorous thinking
✔️ and the question I now ask when planning a lesson: How can I make students think more?

Because rigor isn't about making math harder.

It's about making mathematical thinking richer.

🎧 Listen to “The Biggest Lie We've Been Told About Rigor” wherever you listen to podcasts.

08/13/2026

You guys are incredible. ❤️

50,000 podcast downloads. 🤯

The Modern Math Teacher Podcast has always been a complete work of heart.

I started this podcast because I love sharing what’s working in my classroom—and learning from what’s working in math classrooms around the world. I love digging into the ideas, strategies, challenges, and shifts happening in math education and bringing those conversations back to teachers who are doing this work every single day.

And maybe most of all, I love hearing from YOU.

Your stories. Your classroom wins. The things you tried that worked—and the things that absolutely did not. 😂 The ways you’ve taken an idea from the podcast and made it your own.

And now somehow we’re here:

🎙️ 193 episodes
🎧 50,000 downloads
🌎 Listeners in 149 countries and territories
📍 Across more than 4,200 cities worldwide

That absolutely blows my mind, and I will never take it for granted.

This podcast isn’t just me talking about what I’m doing in my own classroom, either. I’ve had the privilege of bringing incredible experts in math education onto the show to share their ideas, challenge our thinking, and give us practical strategies we can actually use with students.

So THANK YOU for listening. Thank you for sharing episodes with your teacher friends. Thank you for sending me messages about what resonated. Thank you for learning, reflecting, experimenting, and growing right alongside me.

And if you’re reading this and you’re not a math teacher, I bet you know one. 😉 Send them an episode or point them toward The Modern Math Teacher Podcast. There are almost 200 conversations waiting for them!

Here’s to the next 50,000. 🥂

And as always, until next time…

**Keep it real. ❤️

08/13/2026

You guys are incredible!!

This podcast is a complete work of heart 💗

I love sharing what’s working in my classroom and in the classroom of teachers across the globe 🌎

I love diving in to what’s happening in math classrooms worldwide and sharing those practices with others.

I love connecting with my listeners and hearing what’s working in their classrooms and learning from each of them.

It’s been 50,0000 downloads, with 193 episodes of sharing, reflecting and growing alongside other math teachers in 149 countries and territories worldwide— Listeners in 4,200 cities internationally. I’ll never take it for granted.

Thank you for listening and sharing! If you’re not a math teacher, I bet you know one. Encourage them to listen in. It’s not just me, I bring on experts math Ed to share their ideas and inspire others with their strategies.

Thank you all ❤️ and as always, until next time, keep it real!

08/13/2026

The first week of school is teaching students something, whether we intentionally plan for it or not.

- They're noticing what happens when they get an answer wrong.
- They're noticing whose ideas get heard.
- They're noticing whether asking a question makes them feel smart or embarrassed.
- They're noticing whether math feels like something they get to figure out or something they have to get right.

That's why I don't think the first week is just about procedures and routines.

Those things matter. But so does the culture we're building underneath them.

Before students ever get deep into the curriculum, they're already forming beliefs about what it means to be a math student in your classroom.

So as you're planning those first few days, don't just ask, "What do I need to teach?"

Ask yourself:

What am I teaching students about mathematics without saying it directly?

Those lessons might matter more than you realize.

Moore Than Just X

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