This episode of Room to Grow, Curtis and Joanie discuss two publications they have engaged with regarding technology, adolescents, and learning. The Anxious Generation describes the impact of smart phones and other recent technologies on childhood development, providing an understanding of what is happening internally for students in our classrooms. The Disengaged Teen utilizes research data around modes of learning and how they play out in terms of classroom behaviors. Our hosts make connections between these texts and what these ideas mean for math educators and classroom practices.

Additional referenced content includes:

· Book: The Anxious Generation by Jonathan Haidt

· Podcast with Trevor Noah and Jonathan Haidt

· Book: The Disengaged Teen by Rebecca Winthrop and Jenny Anderson

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on X and Instagram: @JoanieFun and @cbmathguy.

This episode of Room to Grow, Curtis and Joanie reflect back on 2025 and all that they learned during the year. A significant number of 2025 episodes of Room to Grow were focused on the Mathematics Teaching Practices from NCTM’s Principles to Actions, celebrating the 10th anniversary of its publication. Curtis and Joanie highlighted how these practices have survived the test of time, and continue to reflect good teaching in mathematics. Additionally, our hosts preview what new topics they are hoping to learn and explore podcast episodes about in 2026.

Additional referenced content includes:

· NTCM’s Principles to Actions and Taking Action books

· Pam Harris’ website and book

· Julianne Foxworthy Gonzalez, Ph.D. in Mathematics Education. Math guidelines for supporting multi-language learners (MLLs).

All of us at Room to Grow wish you a peaceful holiday season!

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on X and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Curtis and Joanie reconsider the balance of conceptual understanding and procedural fluency in math instruction. Although this topic has been discussed before, our hosts acknowledge that there is great nuance and many considerations in considering these two ideas in the teaching and learning of mathematics.

Curtis and Joanie discuss how inquiry-based, discovery-style learning opportunities are more open ended, are student centered, and are less teacher directed. They support these types of lessons in math instruction while recognizing that there are times when an explicit approach where teachers are sharing important information also has a place. Additionally, our hosts consider that teaching procedures and algorithms also provides and opportunity to cultivate conceptual understanding. When teachers help student find the conceptual understanding within the procedures, they engage in mathematical reasoning. This type of reasoning through concepts and procedures contributes to a broader and more robust understanding of meaningful mathematics.

Additional referenced content includes:

· NCTM article From Rules That Expire to Deeper Mathematical Thinking. Mathematics Teacher: Learning & Teaching PK-12 Volume 118 Issue 4. April 2025. (Membership required).

· NCTM article Teaching Is a Journey: From Rules That Expire to a Journey Aspired. Mathematics Teacher: Learning & Teaching PK-12 Volume 118 Issue 4. April 2025. (Membership required).

· Robert Kaplinski’s website and Open Middle website

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on X and Instagram: @JoanieFun and @cbmathguy.