Room to Grow Podcast

Season 5 Episode 12: What We Learned in 2025

00;00;02;09 - 00;00;28;20

Joanie

In this episode of Room to Grow, Curtis and I reflect on our learning in 2025. We look back at our series on the mathematics teaching practices and draw out a couple of them that have become important to us again this year. We share the impact that our podcast guests have had on us this year and share with each other and all of you what we hope to gain deeper understanding of in 2026. We hope you enjoy, are looking back and are looking forward. So let's get growing.

00;00;31;15 - 00;00;52;10

Curtis & Joanie

Well, Joanie, I am super excited to be wrapping up 2025 with you today. We are recording the Room to Grow podcast and this is our December episode. It's great to be at the end of the year. It flew. It sure did, but it's an extra special and I love that we always share with our listeners that we're in the same room today.

00;00;52;10 - 00;01;53;00

Joanie

And so being able to look at each other across the table instead of through the screen is always, is always nice. So it is nice, as we've done kind of our tradition now for the last several years, we take time in the December episode to reflect on the calendar year. Sure. And think about, you know, the the end of the year, the end of the year, coming to a close and then, thinking about a fresh start and what we'd like to think about for 2026.

So that's going to be our theme again for today, really reflecting back on what we've learned and what we've thought about in 2025. And then a little bit of a look ahead for 2026. So I'm anxious, you know, we, we had a little bit of conversation here before we hit the record button. But I'm anxious to come around and hear you talk a little bit about some of the things that, reflecting back on 2025 have come up for you. What is it that you learned or what is it that was, you know, reaffirmed as something you knew but that you needed to hear again? So why don't you kick us off with that?

00;01;54;12 - 00;03;11;15

Curtis

Sure. Sure. Yeah. I would, you know, as we were talking about this, this past year, we did a big project at the beginning of the year, and really the first big chunk of the year, our first eight episodes this year were reflecting on the mathematics teaching practices outlined in the Principles to Actions, publication, because this was, the 10th anniversary of that publication from CTM.

And it was it was cool to go to conferences and talk with people who are our listeners and, and hear kind of that reaffirmation of, hey, you know, I, I appreciated hearing that because I hadn't thought about some of those things, and it was just reaffirming to look at my practice and hear kind of new perspectives on each of those teaching practices and that those are, you know, they're still valued and they're still valuable. And I was so happy to hear you guys talk about that. So hearing that from folks at conferences was really kind of a nice reaffirmation that what we know to be good teaching is still really good teaching and, and to be able to kind of reflect on that content. So that was something, you know, just for me, as we started the year off, that was kind of a cool, cool way to to hear back from our listeners.

00;03;11;15 - 00;05;34;27

Joanie

Oh for sure. Yeah. And I also really love that we took the time to do that. I mean, it was a it was a big chunk of our year and it was podcast topics, to give up, you know, eight, basically eight months in a row to devoted to this content. But I think the, the power of it is the longevity that it holds.

Right. And I think too often, especially in the education space, it's a little bit of like flavor of the month, right? What's your what's the latest and greatest thing? And you know, certainly in the spaces where you and I spend a lot of our time, we are exposed to, like, what's a brand new publication or what's a new idea that sure, nobody's been saying before.

So to take a look back to something that's been around for a decade, you know, a little more than a decade now and, and go through it again with a different lens than maybe we did when we read that ten years ago. Right. And I think about, you know, I participated in Colorado, our math teachers council did a virtual book study on the principles to Actions and Taking action series. So, you know, years ago, I was really deep into the study of that stuff. And it's been it's been a hot minute since. Yeah. You know, we read that book. And to come back, I just love how you said like it's it's just good teaching. Right. And that's why I think those eight mathematics teaching practices have, have sustained the over the decade. You don't pick that book up and go, oh man. This feels like ten years ago. You pick that book up and go, oh yeah. Like that's right. It really is important that my mathematical goals, you know, drive the decisions that I make as a class teacher and, and help guide me through, you know, the, the sort of tangent students may go off on and making decisions, as an educator and ensuring that that learning is happening. So I also really appreciate those and the opportunity to get grounded again. And I also think not to, you know, spend this, affirming section of today's discussion talking about how great our podcast is. But, in addition to doing that, we've had some we had a really great guest this year. We did a podcast. And, we both have talked about how Pam Harris and her book and her work and her ideas around math is figure out a bill have just really landed and taken hold for both of us.

00;05;35;03 - 00;07;48;27

Curtis

Yeah. It's true. I was, I was reflecting on that even this morning a little bit, reading back through her book, the and and thinking about the, the conversation we had with her and just how, you know, I, I think that that ended up being a lot of the way that I taught statistics. And, and many of our listeners probably know that I taught AP statistics when I was in the classroom.

But I didn't know anything about what I was doing when I first started it, for sure. And, and just that idea of, you know, teaching that course and that content as figure out a bowl. Right. Hey, we can use what we know to reason right. And to reason mathematically, has impacted the way that I even interact with really what is my now classroom opportunity with my own two boys at home, you know, working with them in their own, mathematical journeys. It, it it has caused me to approach working with them from a let's figure it out while we don't know that. Okay, let's figure it out. And I refer to it all the time that, you know, that was kind of the way I was raised. Also, the way my dad impacted my learning journey, was it's okay to not know. I used to think he was nuts when he would say to me, I love assessment because it helps me figure out where I know where I learned he's. I love test day because that helped me learn where I knew what I knew. And I'm like, dad, you're crazy. I hate test day. But now reflecting back on that, it's like, yeah, it is kind of nice to know where I'm at and and have an opportunity to kind of figure out what's going on and what do I know, and, and then be able to use that for the next, the next thing, you know, like figure out what what's coming.And so, you know, I think just the figure out to be ability of math, was another kind of reaffirmation thing that like I thought that way, I think I felt that way, but it was really cool to have that conversation with Pam and to hear that, her passion, figure out ability of mathematics. 

00;07;48;20 - 00;07;50;05

Joanie

Absolutely.

00;07;50;10 - 00;07;58;20

Music break

End of Segment 1

Start of Segment 2

00;07;58;20 - 00;10;22;17

Joanie

I just want to kind of take a minute on something that you said because I think I would imagine this is going to resonate with our listeners in that, you know, a lot of times we'll hear things and you're like, oh, I actually know that that's not new. But the description of it, the language of it, the way that it's said or presented does resonate differently. Right?

And it reminds me of, a principal when I was starting at a new school, I was interviewing for a position, and in the interview the principal asked me, do you think you're an effective teacher? And I said, yeah. And she said, what's your evidence like? Tell me how you know you're effective. And I said, well, you know, my students tell me this. And I see their test scores do this. And I, a princess imposed assessment. So I'm kind of going through all of this stuff. And she's like, great. Do you know what you do that's effective? And this was like maybe my fourth year teaching. And I was like, and in my head I was kind of thinking, like, I'm just doing what I think I should do. Like, I didn't know how to answer this question, and she kind of put me on the spot. She did hire me. So it wasn't it wasn't a good in the interview, but she said she talked about how important it is to know what we're doing that works so that we can do it with intention. Oh, wow. And I and I think so much about that, like that has been what Pam's our conversation with Pam has been for me.

Like how can I be intentional? And, you know, I don't my boys aren't at home anymore, but I have lots of nieces and nephews and, you know, friends and former students, kids that I get to talk math with and. Right. And really, Pam talking about math is figure out and anchoring any new instruction in like giving students the power of you can make sense of this. Like you can understand this, right. It just it just brings such, positive spin. It builds on their math identity. It just it's just such good stuff. And I think. Yeah, bringing that back to. Because I'm with you, I like to believe that I taught kids to reason, but to be intentional about it and to remind them that math is figure out of all this is not it's not magic, and there's not a trick. And you don't have to memorize a process. You can reason your way through. Just powerful.

00;10;22;17 - 00;12;06;03

Curtis

I think that the, the passionate. So as we think about things to affirm, from this year, the passion for reasoning and, you know, we sometimes get the question, why do we teach math? What is so important about this class that we teach?

And I, I think the end game is teaching students to create reasoning people for people. That reason I like that. Right. And, you know, we do that with our our English courses, right? We want students to be able to reflect upon something they read and, and reason about what the author's intent was and what was the story. Is it something that's just for entertainment, or is it something that's really supposed to be teaching me something? Or what do I see? How do I learn about life? Like, those are questions that get asked and and thought about. And I think the same thing is true when we're when we're teaching about mathematics, like, we're really trying to help students think and reason and use logic and and order and steps and, and and sometimes it really is about steps like what do they what do they do.

They, you know, do this. And how does this may lead me to the next thing that I need to do? And, and but it's, it's about reasoning. And I see that when I'm having a conversation with Teagan about solving systems of linear equations and the things that he has to do, and it's like, yeah, okay, so what do we need to do?

Like, how do we make sure that the response that you got is actually, a solution to the system? And, you know, I think that's, you know, that that sets me up for, part of the next conversation that we want to have here, on the podcast today, for sure. 

00;12;06;06 - 00;14;41;03

Joanie

Yeah. Well, you like you've set me up perfectly, because as we, as we shift into thinking about, like what, what was refreshing or what was new for us, and in 2025, like, I really think it's I going back to the math teaching practices when we talked about, elicit and use evidence of student thinking, it's exactly what you just talked about. It's like this approach of teaching kids that math is figure out able and teaching that they're capable of reasoning their way, and then then the role of the teacher becomes, how do I find evidence of the ways that students are thinking? Because here's the challenge, right? How many times in your classroom did you have a student who maybe didn't put any, the kid who didn't need to put any of their steps on paper, they would see a problem. They would write the answer right. And and you would say, well, how did you do that? And they would say, I just knew or I just did it. Yeah. Right. Like that gives me no insight into how this kid is thinking mathematically. And that's great that you can get the right answer. But there's a bigger concept I want you to have. And if I can't, if I don't have visibility into how you're thinking, I don't know your progress towards that. Sure. So really, really thinking about in having that conversation with you, earlier this year, really thinking about all the ways we can elicit and, and use the evidence of student thinking, it's not just what do they write on a test. And for sure, do we ask the right question? You know, show your work is is not necessarily enough, but how do I really become we've talked about this before as well. How do I become a detective in really trying to understand what's happening in that students mind and to help like take them and their natural thinking and their natural reasoning. And what does make sense to them, tying into the idea that math is figure out able but it's not figure out well for all of us in the same way. So being able to understand how a student is figuring helps me guide that student to really true, deep understanding. Yeah. So that idea of eliciting and using evidence of student thinking was a really still has.

Me continuing to think about the role of the teacher in the classroom is to deeply understand what kids think and how they reason, and how that's a different approach to teaching than instilling knowledge.

00;14;42;00 - 00;15;11;11

Curtis & Joanie

Oh yeah, we're not just open up brain righ, pour in knowledge. And we've all seen that image of the head cut open, oh yeah, there's eight million different… Yeah. That's yes, that's exactly what's going on in my head right now. Is this. Yeah. If we could just plug that, if we could just pour knowledge in. And then here's everything you need to know of your 18. I want to revise that image to like the open up head, but with a microscope or a magnifying glass. Right. And the teacher is like trying to understand what…

00;15;11;15 - 00;18;25;04

Curtis

Well it sounds like a great project for ChatGPT or whichever AI is the the one that's best, to generate, images, I love it. I think you could totally to use that in prompted, a picture like so that would be great. No, I you know, as we're thinking about just things that are new and refresh, there were a couple of things that that hit me, but the one that that I really am, was, was kind of struck that it was new to me was the connection and connecting representations conversation and and really what you know, you and I did a session, I did I did one and then we did it together at NCSM of connecting representations.

And I've long been a proponent, our longtime listeners know that I work for laying the foundation. Yeah. Part of that work was looking at, the different modalities, of the mathematics that we were doing. And this year, for me, the conversation about making connections among representations and utilizing the features and the, the things that I could reason out of certain representations and make the connection to another representation in mathematics right. That was a new moment for me. I knew the importance of seeing different connections, sorry, different representations of mathematics. I knew the importance of looking at, rates of change from a tabular, maybe numerical representation and, and rate of change on a graphical representation, the rate of change as a, as a physical demonstration using a calculator and a and a motion detector. Like I, I got those ideas, but making the connections among them and purposefully making the connections among them, strategically making the connections among them, reasoning about the connections among them. That was something that was new and refreshed for me. That I maybe hadn't fully processed before. And I'm not sure that I have even now, you know, thinking about that, set of things I want to do more. Yeah, I want to think more about that. You know, as I was mentioning, Teagan and his solving systems of equations and his reasoning about them, in my, in my head, yeah. Every time he and I are working on these, I'm seeing the graphical representation and this verbal representation and this analytical representation of the system that we're talking about, like, those things are happening for me.

And, and I'm trying to ask him questions to elicit that same, sort of thinking so that we can make that same sort of connection. Right, so that he can use those as reasoning strategies in his reasoning things for him self as he's doing his math. 

00;18;25;07 - 00;20;59;20

Joanie

I love how you just came to that. Like the purpose of doing that, right? It's not about, okay, let's check box all of the different kinds of representations I'm having that sort of, you know, the five representations with all the lines between, you know, the image I'm talking about. Right. It's not a question of like, verbal representation. Check. Graphical representation. Check. Analytical representation. It's not about a checklist. And it's not even. I mean, yes, it is about making the connections, but the whole purpose of exploring the different representations and then really deeply exploring the connections between them is to give you a strategy for when you're learning something new, when you when you aren't making sense, you have a way to to like, strategically go back and find the information that will help you to make sense for sure.

And I think that's one thing that, I'm just having an moment right here and it maybe is connected to my idea around student thinking too, is we're not just preparing kids to be able to think and reason like we're preparing them with strategies for making sense when they're confused, when they don't make sense. Yes. For learning something that they are. They're not understanding. It's not that the understanding and the connections between the representations and being able to verbalize those, that's great. That's going to give illustration that I have depth of understanding of this idea, but what's more important is that becomes the lifelong skill. Yeah, that becomes the thing that I can apply later on. I had, a coach that I worked with when I was in my district role, and she used to describe the standards for math practice that way.

She said, these are it's just like in reading. We teach kids reading strategies, right? We teach them to sound out a word. You've never seen before. We teach them to use context clues to figure out what that word means. The standards for mathematical practice are just like that. Yeah. When you know how to read, when you're what you're reading, make sense?

You don't use the reading strategies. You use them when you don't understand what you're reading and when something doesn't make sense. And similarly to reasoning about mathematics and connecting representations of mathematics, it's not about doing that every time. It's about doing that when you're not understanding and using that as a strategy to build deeper understanding. 

00;20;59;20 - 00;22;57;23

Curtis

1,000% in, in my head, I'm thinking about the number of times that I, as a teacher or, you know, potentially others, as a teacher and certainly as a student as well, said, like, when in doubt, draw a picture.

Wait, wait a minute. Why why am I drawing a picture? Well, because drawing a picture is a representation of the math that I do understand. Like if I can make a picture, then maybe I can start reasoning about the analytical representation or the tabular webpage like these. These things are how we reason, and we're learning to make use of the things that we have access to in order to make sense of the problem and, and take the next step and make a connection like it just it's so powerful for us, for our students, really to have the opportunity to know that what we're doing is teaching them not just how to do the mathematics that

they need in their class. Right? I mean, you could ask that question all the time. How many times in my solving a system of linear equations? Zero. In my real life. And the answer is I'm really probably not right. But I am using the strategies that I learned right as I was learning to solve systems of linear equations, I'm reflecting back on does this solution that I've found actually answer the question that I was asking in the really in the very beginning, which was what is the x and y coordinate pair that makes both of these equations true statements. Right. Like there's yeah, we are teaching them reasoning strategies for the rest of their lives. We're teaching them not to need us. Yes. Right. Yes, we really are. 

00;22;57;23 - 00;22;58;15

Joanie

It's cool.

00;22;58;15 - 00;23;05;15

Music break

End of Segment 2 

Start of Segment 3

00;23;05;17 - 00;23;52;07

Joanie 

All right. Well let's let's transition Kurt, because, you know, 2025 is wrapping up, as fast as it went, it's crazy. But here it is, starting to close. Close to being in our rearview mirror. Somebody needs to tell the Texas that it is ridiculously hot here. It's ridiculously hot here. That said, 2026 is right around the corner.

So looking ahead into 2026, I'm really excited at some of the conversations and guests that we're planning to have on the on the podcast in 2026, but I'm just curious, from your personal perspective, what is it that you want to learn and and continue to think? And, get a better understanding about when it comes to teaching and learning mathematics?

00;23;52;09 - 00;25;34;13

Curtis

So one thing that I am interested in learning more about, in 2026 is and, and you would think working for Texas Instruments, teaching with graphing technology, when I was in the classroom, working with teachers who now teach with technology in their classrooms, you would think that that would be something that I feel like I have a really good grasp on, but I think a place where I would really like to spend some more time is thinking about how to strategically use technology in my classroom.

I really and you know, I don't have the opportunity to, to teach with technology, a classroom full of students every day. I don't I don't get to do that. But I think me personally, I would enjoy, being able to, to learn more about this. And, and, and it is related to what I was just talking about with connecting representations and, and how do we utilize how do we well, utilize, that technology and make those connect help that to help establish connections for students.

So that's a space that I'd like to learn more about. Yeah. I think there's room for me to grow in that space. Yeah. Right. So that's that's something that, that, you know, I, I was not planning on maybe for 2026, but when you asked me that question, that is definitely something. Yeah, I'm interested in learning more about.

00;25;34;13 - 00;26;14;14

Joanie / Curtis / Joanie

Can you say a little bit more about how you intend to how I intend to think about that. What are you going to where are you going to seek the information that you're looking for, and how are you going to engage in a way that answers the questions you're having about? So here's a here's here's something, I proposed, I proposed a session at in the CTM, in 2026, Denver and October 20 to 20 October 2026.

Maybe the weather will be it won't be 87 degrees. Then I can pretty much guarantee there might be a snowstorm, but it's all good. It won't be 90 degrees in October or November or whatever day this is. 

00;25;34;13 - 00;28;20;00

Curtis

So I, I proposed a session, on looking at, how the analytical work that we do when we're solving equations.

Introduces can potentially introduce, solutions that are not actual solutions to the problem. How does that look? How do we how can we explore that graphically? How can we explore that? In the transformations of the functions that we're you, you know, using equations that we're solving? What are we doing whenever we square both sides of an equation?

What what happens graphically? Because we do this analytically all the time, right? When we're solving equations, we do all kinds of strategies. And you know, we just last month had a conversation, where we were talking about the that, you know, algorithms and steps and, and procedural mathematics have kind of gotten this bad rap. And, and the fact that that slowing down and asking the questions about, well, why, why can we do that? What is it that we're doing? What are we using? What assumptions are we making as we make this step, as we do this step, how come I can subtract six from both sides of this equation? What is it that I'm stating? What am I assuming to be true when I do this? Subtracting six from both sides of the equation. And so one thing that I proposed was okay, that's all well and good. How can we explore that graphically? How can we explore that from a different representation like numerically, speaking. And so as I proposed that session, I'm now going to have to go and figure out. 

00;28;20;03 - 00;33;17;24

Joanie

Don't you love that? Well, I'm excited to hear more about how you think through that.

I know I, we, we shared session proposals with one another for free. Right. And that's always a good thing to do. But, yeah, it really brought up a lot for me because, you know, I taught I taught that content for a long time in the classroom. And you don't. I never had my students think about extraneous solutions until they had solutions. Right. And then it was like, oh, by the way, you should go back and check that these are not extraneous. But we never talked about what's happening mathematically that could create it. Like, again, we make assumptions. Yeah. We just do things because it's the way we've always done them. Well, I'm I'm really excited to explore that. And I suspect we'll have a podcast episode on May.

We may as we explore and make sense of it together. But and I think that, you know, a lot of what I'm thinking about going into 2026 is, is really well connected to what you were describing. I'm kind of taking, a little bit broader lens, though, because the thing that's really intriguing me right now is thinking about vocabulary.

And, you know, I think back in my the days that I was in the classroom and, you know, particularly in like the late 90s, there was this whole buzz about literacy in mathematics and. Oh, yeah, you know, I taught at schools where everybody's a reading teacher, kind of thing. And, there was always some pushback and frustration about, well, we have to get kids to read and write and mathematics.

And at that time, it was kind of like, well, we do word problems. So we're doing reading, writing and arithmetic. And like, I don't think there was a really a deep understanding about what that meant or if it was important. And I'm I'll be the first to say I was a cynic about that. And yeah, I ask my kids to write explanations about their thinking or about how they solved a problem or whatever, and, you know, thought that that was, you know, I'll I'll let you English people just don't understand math.

So I, you know, I know better than you. So here's what I'm going to do or not do. But I've, I've had a lot of opportunities, this year, especially to hear from people who are really focused on and in some cases, it's been through the lens of multi-language learners and emerging bilingual students. Right. And what strategies we need to take with them and math. And there was, at the Colorado Math Council conference last June, I heard this amazing speaker whose name I'm blanking on, but I'll put it in the show notes and there you go. And some of her work in the show notes, and she talked about how when we're teaching mathematics vocabulary to English language learners like you have to call out the ways that they're going to confuse what you're saying. And she has great, like, visuals of, you know, what might pop into their heads, as, you know, students that are very fresh with their understanding of the English language and how many mathematical terms we use that actually have other meanings in the English language. And we can just create this crazy confusion for these students. And for sure, I've extended that thinking, and I've heard some of the speakers that I've heard in sessions during the rest of this year as well.

Talking about that, the importance of vocabulary and mathematical language for all students, not just for our emerging bilinguals, but like really understanding how to build that language acquisition. And it has to be done with intention. Intention might be my word of 2026. Like, I really feel like this is coming up for me over and over again. But like the power, even like in the representations that you are talking about, are using technology like being able to graph, a function. And if we're going to talk about the intercepts, to be able to see the intercepts on the graph and see the words x intercept at the same time, and how that creates a different level of remembering and understanding of that vocabulary. So getting a lot more intentional about the reading, the writing, and the speaking of mathematical vocabulary as an integral part of knowing and learning and doing mathematics, like just not skimming over the vocabulary, but actually embracing the vocabulary and recognizing how important that is for student understanding.

And as you were saying before, as a reasoning strategy, as a way for them to continue to make sense of things. You know, back to the actual reading strategies, like what are your context clues around what an intercept is and how do we have what does the word intercept mean when we're not talking about math class? And how do we make connections between those ideas and what we're seeing happening mathematically. So really thinking about languages is something I want to explore in 2026. 

00;33;17;24 - 00;37;00;12

Curtis

So you just, inspired me a little bit. And I'm very actually excited about this because you made me think very differently about something, when you were talking about. So I have two I have two things I want to, I want to mention. And the first one, is when you were talking about in the 90s, writing in math class. Right. You know, I started teaching just shortly after that, in the early 2000s and and. Yeah, writing in math class was a big focus. We everybody was supposed to be writing. And at the time, I thought the reason I was writing in math class and really, I genuinely was doing it for this reason.

So I'm confessing that, I guess, is that I thought I was helping my students with their English courses. Right? In other words, that the, the, the writing I was doing in math class, I was concerned with students making correct sentence structure and using correct grammar and spelling and that sort of thing. Right? Right. So I was I was concerned about their, like technical stuff, the technical writing, the, the use of the language.

Right. I missed the opportunity to use that as a evidence of student thinking and as a communication for how you're actually thinking about something. Right? Right. In a way, to, to, for the students. So I didn't I wasn't using it as a math tool, as a thing to think about in my math class. And I'm thinking this as a podcast conversation because the second like a possibility for us to have a conversation about this in 26, because I also so secondarily to that, you also mentioned, English language learners and kind of this, you know, sometimes we use terms in mathematics that can be confusing, can be confusing because they have alternate meanings and those sorts of things. I have very recently been exposed to that. And I'll maybe leave the details off of what exactly that was, except that, I was translating something into another language. And, and, I was told that, the word that we used in English meant effectively the opposite of what I was trying to communicate with the language that I was translating. And in other words, the multiple meanings of words across languages. So we use certain, words to, talk about the count of things in a list. Right. And the, the word for that in another language meant a effectively something completely different. Really the opposite of what I was trying to, to communicate. And so it was it was very interesting to have to learn about who I now need to, figure out what does this mean to the people I'm trying to communicate.

And so it just thinking about that in terms of the way that our students come into our classrooms. Yeah, I'm, I think this is this idea of mathematical vocabulary and the importance of it. We should talk about that in 2026. 

00;37;01;27 - 00;37;41;20

Joanie

So, yeah, I think we've got a couple of really good, potential podcast episodes, ahead of us.

I was listening to you, and I was also looking up the name of the person because I felt really bad and wanted to be able to name her. And give her a shout out. Her name is Julianne Foxworthy Gonzalez, and she, did her mathematics education degree, the University of California, Santa Cruz. And I will put some of the really great resources she shared with us at that Colorado conference, in the show notes for today.

And, you know, potentially her or others on the podcast in 2026 to talk about language and our intentionality around that. So awesome. I'm looking forward to it. 

00;37;41;20 - 00;37;44;23

Curtis

It's going to be a great year next year. Thanks Joanie. 

00;37;47;25 - 00;38;05;14

Joanie Outro

Well, that's it for this time. Be sure to check the show notes for the resources we mentioned and others you might want to explore. We would love to hear your feedback and your suggestions for future topics. And if you're enjoying learning with us, consider leaving a review to help others find us and share the podcast with a fellow math educator. See you next time!

00;33;29;17 - 0;33;51;10

Joanie Outro

Well, that's it for this time.

Be sure to check the show notes for the resources we mentioned and others you might want to explore. We would love to hear your feedback and your suggestions for future topics. And if you're enjoying learning with us, consider leaving a review to help others find us and share the podcast with a fellow math educator.

See you next time!