🚨 I’m thrilled to be teaming up with Dr. Ben Solomon for a FREE webinar! 🎉 We’re having a blast getting it ready! Want to improve #StudentOutcomes in #math? This Webinar is all about effective math instruction & how you can use it in your classroom. Register here! ⬇️

My testimony. Follow us at savemath.net #LegalizeMath

From an article yesterday... in a high school student newspaper, written by a teenager in Oregon.😳 Out of the mouths of babes. "Boaler didn’t meaningfully address the flaws in her work. Instead, she accused her critics of harassment, sexism, and even racism, despite the fact

Why are we stuck with such mediocre K-12 education systems in the Western world? Why do they not compete with those of the Far East? Let me explain 🧵

New from Centre for Mathematical Cognition and Loughborough Department of Mathematics Education 📢 How do content domain & question formats affect maths performance in children with developmental dyscalculia? 📊🧠 A must-read for educators & cognitive scientists 👇 blog.lboro.ac.uk/cmc/2025/05/15…

Delighted to share my blog on performance in curriculum-based mathematics assessment 👇blog.lboro.ac.uk/cmc/2025/05/15…

With deep sadness and immense gratitude, NCII honors the life and legacy of Dr. Lynn S. Fuchs. We extend our deepest condolences to her husband and research partner Dr. Doug Fuchs, her family, and all those who had the honor of knowing her. intensiveintervention.org/news-and-event…

Had a wonderful evening with @Latrobe and a room packed with teachers and education staff celebrating Emily and her impactful journalism on the science of reading and explicit instruction in classrooms here in Victoria and around the world. #Phonics #ScienceOfLearning

Here’s the latest blog post from Loughborough’s Centre for Mathematical Cognition written by Alison Roulstone. Have a read and let me know what you think!

I shared a few of my thoughts with Sarah from Education HQ Not sure about being called a 'leading educator' though educationhq.com/news/the-scien…

The largest education experiment ever run is one that most teachers and even many education professors do not know about. Why? It is an intriguing story 🧵

A former colleague of mine recently interviewed me for her Master’s class on curriculum design and kept asking for my take on “relevance in the curriculum” and I wish I’d just shown her this blog.

Excellent summary of strategies for teaching arithmetic fluency .. Daniel Ansari #rEDTO25

People who don’t like science are not going to like the science of learning.

I’ve been trying to clear some time & space to write a response to this same EducationHQ AU piece this weekend but now see I don’t need to as the clear & eloquent Carl Hendrick has got their first. Might send him the rest of my to-do list 😉 Do read on for cut-through clarity 👇

The greatest victims of educational fads are the students most at risk: Effective instructional design Isn’t dogma. It’s equity.

Similarities between criticism of the science of learning and criticism of the science of vaccines. 1. Dislike of quantitative research methods such as RCTs. 2. A preference for anecdote or lived experience. Single cases are presented as compelling. 3. A preference for ad

Loved being part of a plenary symposium at #mcls2025 with colleagues Rosie O’Connor, David Purpura & wonderful discussant Sarah Powell. Really appreciated the honest look under the hood of interventions. This work is TOUGH!

Imagine the feeling of spending thousands on coursework to learn about beautiful philosophies and romantic ideals of how learning ought to be and then taking a job at a local school and learning you don’t know how to get kids to listen or follow basic directions.