Consciously foster math fluency
Tune in to the latest episode of Math Teacher Lounge where we learn how to intentionally foster fluency with Art Baroody, Ph.D. Listen as Baroody shares strategies on how to utilize a student’s natural problem-solving skills and desire to learn to build fluency.
Meet our guest(s):
Art Baroody, Ph.D.
Art Baroody is currently a Professor Emeritus of Curriculum & Instruction at the University of Illinois at Urbana-Champaign. He received his Ph.D. in educational and developmental psychology from Cornell University in 1979. His research focuses on early childhood mathematics education—specifically, the development of number counting and arithmetic concepts and skills from two to eight years of age. He is the co-author of the widely used Test of Early Mathematics Ability (3rd edition; published 2003 by Pro-Ed). He is a co-author of the 2013 What Works Clearinghouse Teaching math to young children: A practice guide published by the U.S. Department of Education. A focus of his research, which was supported by two Department of Education grants, is how to foster fluency with the basic arithmetic combinations. Art is currently the Principal Investigator for two National Science Foundation grants to develop an electronic test of early numeracy.
Meet our hosts: Bethany Lockhart Johnson and Dan Meyer
Bethany Lockhart Johnson is an elementary school educator and author. Prior to serving as a multiple-subject teacher, she taught theater and dance, and now loves incorporating movement and creative play into her classroom. Bethany is committed to helping students find joy in discovering their identities as mathematicians. In addition to her role as a full-time classroom teacher, Bethany is a Student Achievement Partners California Core Advocate and is active in national and local mathematics organizations. Bethany is a member of the Illustrative Mathematics Elementary Curriculum Steering Committee and serves as a consultant, creating materials to support families during distance learning.
Dan Meyer taught high school math to students who didn’t like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com. He earned his doctorate from Stanford University in math education and is currently the Dean of Research at Desmos, where he explores the future of math, technology, and learning. Dan has worked with teachers internationally and in all 50 United States and was named one of Tech & Learning’s 30 Leaders of the Future.
