Before we get into today’s conversation, there’s something I’ve been quietly creating that I think you might enjoy…
It’s a seasonal journal-notebook-planner called Your Woven Year, designed to help you slow down, reflect seasonally and stay connected to what matters across the ebb and flow of the academic year. Your Woven Year is for anyone who wants to create with intention, move at their own pace and gently reweave a rhythm that fits.
It’s not quite ready yet, but if you’d like to be the first to hear more (and an early bird offer) you can join the waitlist here.
I’ll be sharing more soon and I’d love to have you along.
It’s just math-ish (and that’s the point)
The second episode in The Human Behind the Work mini-series is now live and I couldn’t be happier to share this one with you.
This week, I’m joined by Professor Jo Boaler, whose work in mathematics education and equity has influenced thousands of classrooms (and yes, a few of my own thinking patterns too). You may know her from Limitless Mind, The Elephant in the Classroom or her long-standing research on growth mindset in maths learning.
In this conversation Jo speaks with passion and clarity about the inequalities in how maths is taught and the deep impact that can have not just on students’ learning, but on their sense of identity and self-worth. She shares how, for many students, a negative experience with maths can quickly spiral into a belief that they’re not capable, not just in maths, but in life.
We explore how she’s spent much of her career translating research into something practical, accessible and usable by teachers and students alike. Her creative process often starts in stillness, swimming each morning, walking - finding the space where ideas can take root.
One of those ideas, which she’s especially excited about right now is “Math-ish”. It’s a gentle but powerful shift, inviting students to share an ish answer before chasing precision. It’s a way of keeping them in the realm of number sense, curiosity and connection, especially for those who have previously felt maths just wasn’t “for them.” As Jo describes it this simple change has opened up classrooms and re-engaged learners who were once on the edges.
She also speaks honestly about the pushback she’s received particularly when advocating for equity in maths education and how she’s had to develop ways to protect her energy and stay grounded in her mission. As she puts it:
“If you're not getting pushback, you're probably not being disruptive enough.”
Through it all, Jo’s unwavering belief in learners and in the possibility of a different kind of maths experience, shines through. It’s a conversation about creativity, resilience and reimagining what learning can be when we begin with humanity.
This is a brave and generous conversation with someone deeply committed to making maths more human.
Mentioned in this episode:
This conversation was originally recorded as part of the World Education Summit. You can now access four years of Summit content free at www.weslegacy.com.
If you enjoyed the episode, I think you’ll also enjoy the first conversation with Michael Bungay Stanier.
Thanks for listening to Space to Think, a podcast where I create space to think through conversations with guests exploring their knowledge, insights and stories. Each conversation holds the potential for ideas to grow wild.
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