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In this episode, Dr. Aditya Nagrath discusses the profound impact of redefining mathematics as a practical problem-solving tool rather than just a series of calculations. Drawing on his background as a scientist and researcher, he shares insights into how his platform, Elephant Learning, aims to bridge learning gaps by focusing on the foundational concepts from counting through algebra.
Dr. Nagrath also emphasizes the role of reducing math anxiety by treating mathematics as a language to empower students to engage confidently with math both inside and outside of the classroom. The Big Dream Dr. Nagrath envisions a future where mathematics is viewed not as an abstract collection of calculations to solve but as a language used to navigate the world and address real-life problems. Mindset Shifts Required Central to Dr. Nagrath’s philosophy is the need for a shift in how math is conceptualized — from a focus on rote learning and calculations to viewing it as a tool for solving real-world problems. This requires educators and families alike to stop perpetuating math anxiety by incorporating open dialogue about math challenges and demystifying concepts through everyday interactions. The emphasis should be on understanding math as a way of thinking and communicating rather than merely a subject to be feared or mastered. Action Steps To begin shifting to this new way of thinking about and teaching math, Dr. Nagrath recommends these action steps: Step 1: Begin labeling mathematical concepts encountered in daily life to make math relatable and reduce anxiety. Families can request, or educators can provide, lists of key concepts to observe in practical scenarios. Step 2: Encourage open discussions about how math is used in real-world contexts. This can involve talking through calculations and problem-solving processes out loud rather than doing them silently. Step 3: Implement platforms like Elephant Learning that are designed to reinforce foundational concepts and adapt to individual student needs, bridging gaps in understanding effectively. It helps them use math as a language and tool to solve problems. Challenges? The main challenge to implementing this new vision for teaching math is that the teacher still needs to accomplish the goals of the classroom and meet specific standards across regions. Aligning supplemental education tools with diverse classroom goals requires careful planning and adaptation. One Step to Get Started To take a step towards this innovative approach, both educators and families can create or request a simple list of mathematical concepts that relate to everyday experiences. By focusing on recognizing and naming these concepts as they arise, students can begin to see the relevance of math in their lives, reducing anxiety and increasing engagement. Stay Connected You can find this week’s guest on LinkedIn. Parents can check out Elephant Learning through the parent side of the website, and educators through the school side. To help you implement today’s takeaways, our guest is sharing a free trial of their program with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 264 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript below. Quotes:
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TRANSCRIPT
Lindsay Lyons: All right. Dr. Aditya Nagrath, welcome to the Time for Teachership podcast. Dr. Aditya Nagrath: Hi. Thank you for having me. Lindsay Lyons: Excited for you to be here. I'm really excited about this conversation today. I know I certainly was a person in school who did not do great in math and yet went on to do a lot of statistics in my PhD. So it's, like, really interesting, right, when we ... For me, I'm coming in with the kind of thought of, like, when we connect to things that kids care about, like, and create this culture of learning, there's learning that can happen and joy that can come out of it. And so really excited to dive in today. A- as we kind of open it up, is there anything, before we dive into my typical questions, that you want people to keep in mind throughout the episode or know going in? Dr. Aditya Nagrath: Well, yeah. I mean, as you're talking there, um, I'm thinking about what the definition of math is. And, like, a lot of people, like, think about math as I have to execute the calculations. It's addition, it's subtraction, it's multiplication, it's division. But really, mathematics seems to be, uh, the tool we use to solve, uh, practical problems. And I think that, like, if we start to look at it that way, and as a language, right, the, the, the tools, uh, the, the language of the tools, the name, addition, subtraction, that's, that's the label of the tool which you're then going to use to solve the problem. Lindsay Lyons: I love that because that's exactly why I got excited about math, was because I wanted to learn about student voice in education, and then I was like, "Okay, well, I need some statistics to figure out how to, like, make this survey valid," right? And so that was the entry point. I love this idea of tools to solve practical problems. Okay. So taking a step of a- back, thinking about, like, kind of why you got into this, like, what your big dream is. I like to ground the episode, um, in thinking about Dr. Bettina Love talking about freedom dreaming, and she says they're dreams grounded in the critique of injustice. And so with that in mind, like, what, what is that dream that you hold for education, for math, however you wanna interpret that? Dr. Aditya Nagrath: Well, uh, our, our big vision, like they, they say when you take leadership courses, you need to have a BHAG, a big hairy a goal, right? And, um, and that is to change the way the world teaches mathematics. And, um, and the way that we do that is we established a mission. We're going to empower children with mathematics, and if we can empower enough children with mathematics, we're hoping that people turn and look and say, "Hey, we gotta figure out what's going on here." And so, like, uh, the whole business idea of R&D was a part of the goal. And I don't know where we are with that, honestly. Lindsay Lyons: It's fascinating to think about, like, just that transformational element of, like, we're gonna completely change how we teach math. And I imagine, I'm thinking about the families as well as the educators here who, I know a lot of educators who have kind of changed the way they teach math is different from maybe how they learned to teach math in school, and certainly from how they learned math as students, which is certainly different from families who experienced, uh, math in school and haven't been to teacher school, haven't been part of a pedagogical shift. And there's that communication at parent conference night or family night or whatever that's like, "Oh, and this is how we're approaching it now, and this is how we can coach students at home, and this is how we're gonna work together to build these skills," that is very different because families often come in with that idea that math is calculations and math is getting the number right, and, like, that is, that is all math is. So I'm curious, is there a particular, like, mindset shift or, like, some kind of aha, like, "Oh, we used to think this way, now we think this way," that you've seen educators, family members, even kids kind of go through to be able to be successful with this? Dr. Aditya Nagrath: So, like, I think what you're saying there contains maybe the heart of, uh, of the larger challenge. So, like, my understanding of it is the standards did shift with the Common Core. In order to evaluate a student's level based on the understanding of the language, and so very specifically for the teacher and parent audience, we're talking about are they using the tool to solve a problem? So, like, I see a problem in the real world, I understand that I have to multiply these two numbers together to get the solution, and that actually does, uh, provide a solution. And so that, that is different than can I execute the multiplication, first of all, but second of all, motivates the idea of I should be able to perform the calculation because I have to stop to go find the answer. You know what I mean? Like, I gotta go look it up in the dictionary. Now I know the word. You know what I mean? And so, like, uh, but contained within what you said is this idea of how do I teach it, right? Which is the same idea as how do I multiply or how do I add? And so, like, there's a separation then even there between, like, well, I have a process to do something versus I have, uh, that idea as a tool to solve an issue. And so, like, while we could change the standards, the harder thing from a leadership perspective is the application of that throughout the 15 million educators across the country. You see what I mean? And so, like, I think that, like, right now if you look at it from a, a, like, I'm gonna zoom out historical perspective, um- I- I mean, it comes down to, like, we've just made this shift a decade ago. We've been teaching math for several millennia . And so, like, this is a very small amount of time in the larger picture of things. And at the same time, i- there's a lot of confusion because of that. And so, like, now is a very particularly interesting or dangerous time as far as math is concerned because as AI is coming in, and a- as AI looks as if it's going to solve problems, um, I mean, I mean, honestly, it's not It's not actually, I mean, quote-unquote, intelligence, per se, but it is more of like a human being where we're trying to replicate the pattern, or there was a process, or... And so, like, that's good, but then it also means that the level of the human being has to get to where the standards are saying so that we can take the solution from the AI and say, "No, that's not the right solution." And I mean, it just happened to me just right over here a minute ago. Like, I had something and it was set up a certain way and I found a, a bug, and now I had to go back and I had to, like, somehow fix the data in order to fix the bug. And, you know, the, the solution that the AI suggested, it was just misguided, but at the same time, what it said to me provided an idea, was like, "Oh, you know what? Actually, we have... You're right. We have this other data here that allows us to fix this problem this other way, and now I can tell it the solution." And the part where it takes the idea and goes and implements it to code, it's pretty good at that. That's the nice thing about it. But it also ch- changes the, the field of computer science back into pure math. Lindsay Lyons: Fascinating, 'cause I'm thinking about what you're saying as what we, we hear in the humanities as well, like particularly social studies is, is I'm always thinking about, like, social studies is about thinking, and then I extend it to math. Math is about thinking. And then science, science is about thinking. And yes, there are all of these things you could do, right? You can compute things. You could, like, know about events on a timeline, sure. However, we really want to cultivate the skills of thinking and thinking critically, which is cool. Dr. Aditya Nagrath: And understanding and, and to connect it back to the statistics, like what, like what you do, right? Which statistics are we going to calculate in this particular scenario in order to get an answer to the question? Or what, like, right, I mean, typically it's a, a research study and this is the question we're posing and this, this is the data we're getting to prove that, right? And, and like, if you don't have a good understanding of that, then you choose the wrong numbers, and did you really prove anything? And Lindsay Lyons: I hope this helps, too, with educators who might be listening who are thinking- Well, I have a high school student who is struggling with, like, multiplication, and so therefore I can't teach them concepts. I mean, I would love just kind of your thinking on how you guys, I'm sure you guys address that a lot, where we have kind of a older age student who is in this higher grade level, however, has not shown proficiency in some basic numeracy or computational skills that i- is, like, inhibiting progress or, or does it inhibit progress? Can you take, you know, teach both at the same time? I don't have a intense mac- math background, so I'm curious what you think. Dr. Aditya Nagrath: Yeah. So that's actually what we designed Elephant Learning to do. And what we do... A- and I mean, we, we only cover through algebra, but that's typically enough to get them to be able to con- converse with a, maybe a high school teacher or a, a, a middle school teacher. And, and the idea was, was could we just fill in the language between where the student is from a piece of, uh, from a, a, a standview, uh, a standpoint of understanding, and, um, and then fill in those gaps to where they are now with just the essential language, right? So it's not like we're teaching, here's how you add a multiple digit, uh, numbers and you're gonna carry the one. We're not doing that. We're focusing on, do you understand the idea of addition? Now, do you understand the idea of subtraction and multiplication and... Right? And so, like, and so that actually appears to be working because the, the testimonials that we get back that we're most proud of are, "My kid hates Elephant Learning." Well, I mean, w- uh, they say, "I love Elephant Learning. It's better obviously, but they love math now. And the reason why is because they go into class and they can understand the teacher, and it makes sense what they're learning about, and that, that is actually better. That's what we want. We want the outcome. And so, um, and so that's how I look at it. And, and so our system can help. Or if you're a teacher, you just have to understand, there's just not a lot of ideas between where the student is and where you are now. So while it feels like an impossible goal, also remember that this student has had that many years of experience in the world. And so it's, so it's not like they haven't encountered it. It's just a matter of we gotta label it, and we gotta get them back into the mindset of, well, let's use this as a language. Let's use this as a tool. Let's use this to solve problems. And, and we can get that student back on track Lindsay Lyons: I love that. I'm just, I'm tying this to a couple in- instructional concepts here. So one is this idea of, like, conceptual understanding, I think is huge and overlooked, 'cause we focus a lot on discrete pieces of information, like what is two times two, or i- i- you know, in other, what is the definition of this vocabulary term, right? And so this conceptual understanding is, what I'm hearing from you, really important, um, in, in math, and I would argue other topics as well. And that I love this idea of background knowledge. One of the common things teachers will say in all subject areas that I coach is, "The kids don't have the background knowledge. The kids don't have the background knowledge." But what you're saying is what I often believe, which is they, there is background knowledge. There are these mathematical interactions and experiences they've had in the world, and we just have to maybe connect them. Does that feel right? And if so, how do families maybe do that at home? Any advice for how to, like, capitalize on something that might be, like, a math conversation or could have math language applied to it? Dr. Aditya Nagrath: Well, I mean, so, like, the first problem is, is, is understanding the level of the student. And typically, if there is a lack of understanding, there's going to be some anxiety involved, because any time I don't understand something, I start to get anxious, especially the more we talk about it. You know what I mean? And so, like, uh, the, the real challenge is, is, like, um, sometimes if you're working top-down, here's what we're talking about. Well, did you get this idea? Did you get that idea? You might get too many ideas down, and they start flipping out. You know what I mean? And so, like, um, uh, I mean, that's the first problem, right? Like, can, can we stick with it enough to get down to their level of understanding? And sometimes it takes a couple of days. But, um, once they've committed to understanding and once you've found their level, right, like, you just build them back up is, is sort of the idea. And, um, I, I'm not sure if I'm answering your question anymore is the problem. Lindsay Lyons: Yeah, I think what I'm wondering is, like, how do we... We recognize their level, right? We recognize the concepts we wanna teach. We recognize that they're doing a lot of stuff that i, is math related. How do we support both, both teachers or, or I'm thinking families as well, like, how do we cultivate that outside of school? Um, I, I know that, like, programs like yours are certainly helpful. Yeah. Is there any- I'll Dr. Aditya Nagrath: add that to, to tell you that, like, what we gotta do is then just focus on when, when it comes up a- and lab- labeling the ideas, right? And so, like, the real challenge is, is that, like- We were told, "Hey, you should do the math silently." But, like, that's the math anxiety perpetuating itself, right? 'Cause if we did it out loud, no one would be scared of it. And it's like, why aren't I doing the math out loud? Like, we, so, like, um... And it, and the funny part is, like, uh, if it came to emotions, you wouldn't ever tell me, "It's too late to label shame. It's too late to label..." Like, it would never happen. But with mathematics, it's like Jedi training. He's too, he's too old, too old to begin the training, and I don't know why. Lindsay Lyons: Oh, I love that. Okay, so I, I love this idea of just you l- you label the thing, right? And then you also consider the... I, I think that's interesting, the thinking about math anxiety and all of the emotions that come w- with math, right? I, I wrote down, "Math anxiety is perpetuated by silence." That's such a fascinating idea. So are there ways that you would suggest, um, either educators or, like, what you guys do in your program l- like, kind of illuminate the, the behind-the-scenes or, like, the inner thinking so that it's not a silent activity? Dr. Aditya Nagrath: Yeah, and I mean, we're talking about the elementary concepts, so we're talking about addition, subtraction, multiplication, division, uh, fractions, decimals, and percentages. So this, these are things that human beings actually interact with on a, on a daily basis. And so, like, m- I mean, they just have to look and they'll see it. I mean, I mean, dollars and cents are decimal points. And so, like, um, uh, I think that, like, once you start looking and you start to say, "Well, wait a minute, I'm doing so much of this math," right? 'Cause, like, that's the, "When am I ever gonna use this?" Well, oh, okay, but, like, if I was doing all the math that I was encountering in a day out loud, and someone was around me, they'd be like, "Man, you're using math all the time." Lindsay Lyons: I'm almost envisioning, I, like... Families, you can request this from teachers, but teachers, maybe you can give this to families. I'm envisioning something like just taking the list you just said, right? And so, I mean, I'm su- each grade is gonna focus on different components of that. But, like, say you have a list of, you know, t- three, even, concepts. This is what we're learning for the year. You know, fractions, decimals. H- here are examples of that to look for in your daily lives at home, and to just name it as such. Like, that would be so helpful, I think, for parents who also have math anxiety and are like, "Oh, I know it's around, but I forgot what it's called," or, "I don't know..." You know? I think that would be so cool to have that communication of, like, let's just name the thing and have just a one-pager or something that they could, like, hang on the fridge. That could be so helpful to just, uh, kind of illuminate some of the math concepts, like you're saying, that are very elementary. We see them all the time. Dr. Aditya Nagrath: Yeah. Lindsay Lyons: But maybe if our brains aren't trained to it, we w- we're not, like, labeling it out loud. Dr. Aditya Nagrath: So what Elephant Learning does is we do, we do the opposite mapping. At the level of the student, we're giving you- things and you might see outside of the system or, or activities that you could be doing outside of the system to reinforce those ideas. So they're interacting with you on those ideas, and it's at the level, right at the level of the student. So, like, you're, you're keeping pace with them. And that, I mean, accelerates it obviously, because then as you keep building up on top of it, they still have some of the former ideas coming along with them. Lindsay Lyons: Nice. I, I imagine also there's a lot of, uh, like class-wise I would always say class culture or school culture, but also just, like, I almost wanna expand it to, like, a culture of math wherever you are and whoever you're interacting with. But I'm thinking about anxiety reduction, and enough anxiety reduction or creating kind of the culture of, of using math or talking about math to reduce the anxiety as much as possible to be able to learn. Any tips or things that you've found that really help reduce that anxiety that, that teachers or families could use? Dr. Aditya Nagrath: Yeah. I mean, the main, the main thing right, is understanding. If the student suddenly understands, now they don't feel the anxiety. And to be honest with you, as you're saying that, that, that thing that I said at the beginning of the show about shifting your, your thought pattern about what is math and, like, the... I mean, there's also a lot around, like, I'm answering wrong and there's, like, some wrong around that, some shame or some emotions around that. And so, like, so there, so there's that idea. But then but there's also this idea that if it's a language and I just have to, I just have to pick up a couple more words, a couple more ideas, it, it, it's not... it doesn't seem insurmountable, right? It doesn't look like there's a learning curve anymore. And that, that's really the thing, is that, like, uh, just the way we built the system almost, it's like here's an entire year for addition. It's because, okay, well, we wanna get you enough practice with it. You know what I mean? Like we wanna put it in some different contexts so you can see it, see it working out. But, like, uh, but, but it's like, what now you, you don't understand addition. You're two years behind. Right? It's, it's like this is insurmountable. But, like, if you just start to think of it as like, well, it wouldn't take me that long if I just, right, like, just focused on the ideas, then not only would the student, the teacher, everyone's anxiety starts to go away because it's like, well, I just, I just gotta get this kid a couple of ideas. Lindsay Lyons: I love that concept of just, like, less is more concept over, like, memorizing this entire table or, you know, whatever. I love that you said teacher anxiety goes down too, because that's usually what I see at, in an instructional coach role, is that the math teacher's anxiety is so high that I imagine, even not being in the classroom with them, I imagine that comes through in conversations and interactions with students. So those students, even if they weren't anxious before, n- now have all of that anxiety coming in from the teacher that, wow, they're really upset I'm so far behind, so I must really, really be behind. And now I'm even more stressed. Fascinating. Wow. Okay, that was a good, that was a good learning for me. And so I think w- this is such a good... I mean, it's such a good goal to have, that we just completely transform our thinking about how we teach math. And I am curious if there's anything we haven't covered that's been, like, a challenge you've seen either students, families, or educators experience in making that shift. Dr. Aditya Nagrath: Well, I mean, the, the challenge is, is they have to also, uh, accomplish the goals of the classroom. I mean, they're... The teacher's in a job. I mean, the parent maybe, maybe, i- is, is, is involved, maybe is less involved. You know what I mean? So it's really hard from the parent's side. Typically, if they're coming to us and they're giving us dollars, they're involved, uh, to some degree, right? Like, may- at least they gave them the application. You see what I mean? And so, like, um, I think that, like, it... I, I mean, it's, it's a very challenging problem, the one you just posed to me because, because the standards are different in every state, because, uh, the testing is different in every school, because... You know what I mean? So, like, uh, I don't know immediately, right? Like, and then I, I was talking to a teacher and they say, "Well, each student in, in IEP has very specific goals, and I'm not supposed to grade two other goals," which, I mean, that doesn't even make sense, 'cause it's like the ball has to go in the hoop. It has to look like it went in the hoop. Lindsay Lyons: Y- yeah, there are so, there are certainly so many, I'm sure from your, you know, perspective of creating, uh, the app and, and all of the, you know, lessons and all the things, it must be challenging to, to fit that into all of the various things that teachers, and across states in the nation, have to, to, uh, factor into assessment and teaching and everything. Well, Dr. Aditya Nagrath: so we focus on the essential topics, and that's the, the difference. So for a teacher, we're supplemental, which means we're not covering every single standard, um, at least in Elephant Learning, right? And so, um, that... Z- so that's where things get a little bit more confusing, because, like, you could have this goal, you could have this mindset that I'm teaching- the language, but at the same time, it, it doesn't help me achieve this sub-goal of they have to pass this particular exam. And that's why it's like, yeah, I, I don't I don't know how to advise on this because there is no single answer anymore after that. Lindsay Lyons: Yeah. I will say what's heartening is that all the research on, like, project-based learning or, like, applying concepts to solve problems does show that, like, the test results end up being better if they learn that way than if we're teaching to the test anyways. Yeah. So I think that's a good step and push to do that. The project stuff Dr. Aditya Nagrath: is always very good, because instead of teaching the mathematics in abstract, you're giving them, like, some sort of concrete goal where the mathematics, uh, is relevant in order to achieve that goal. So that, I mean, that al- al- almost always works, I think, is, is what they find out. Lindsay Lyons: I, I usually at this point in the episode say, you know, what, what would you encourage the audience to do when they end the episode, like one quick thing. I have in my mind something that I am thinking about in this conversation, but I wanna see if what you, what you think it would be. Dr. Aditya Nagrath: I'm blanking. Now that you said the question. Lindsay Lyons: Oh, can I say mine then? And we'll see if you agree. Okay. I was thinking what I might do if I listen to this was actually just make a list of those terms or concepts that I teach if I'm a teacher. And if I'm the family member, I might ask for that list. Does that feel right? Dr. Aditya Nagrath: Yeah. Why not? Lindsay Lyons: Nice. All right. I'm excited. Wanna go teach math now. Dr. Aditya Nagrath: Yeah. H- that works. Why not? Lindsay Lyons: Yeah. Um, and then as in closing, kind of, I ask two, two final questions. And I wanna give you space to talk about Elephant Learning 'cause I think it's such a fantastic idea for, for students to, to, um, particularly older students, my background is in high school teaching, to, like, help high schoolers particularly, but, but of all ages, of course. Um, the first question though is just for fun. What is something that you have been learning about lately? And it could relate to this conversation or be totally different. Dr. Aditya Nagrath: Hmm. What have I been learning about lately? I've been telling this AI to do a lot of things, I'll be honest. I Lindsay Lyons: think a lot of us are learning about AI. That is fair. Um, and then finally, like, can you tell us a bit about Elephant Learning, like how it works, where people can learn more about it or get in touch with you? Dr. Aditya Nagrath: Sure. So Elephant Learning is, uh, i- is an online platform for learning mathematics. Uh, on average, children in our system learn about a year and a half of math over the course of 10 weeks. They use it just 30 minutes per week. We cover from counting through algebra, which, um, i- is roughly K through eight, but pre-K through eight. And, um, and, like, for if you're a high school student and you're struggling with mathematics, typically that's because you, you ... there was a misunderstanding that occurred in algebra or earlier. And so our system- Finds that gap or mediates that gap. It does it fairly quickly. Uh, the older you are, like the longer you could use it at a time because, like, we've seen older kids use it, like, 30, 45 minutes in a session, which is like an entire week for a five-year-old. And, um, and so, like, uh, basically it, it's gonna help you catch up to understand the teacher, uh, hopefully right there in the classroom, but at least at a level where if you're missing one or two ideas, the teacher doesn't feel like, um, they have to go back five years to help catch you up. So they're not gonna, they're not gonna freak out. And so that's, that's very helpful for most students. Lindsay Lyons: And I've seen videos where people are using iPads. Is this a app specifically for iPad, for, or, or tablet, or is it like a computer thing as well? I'm thinking about teachers who may or may not have certain devices. Dr. Aditya Nagrath: That makes perfect sense. We designed it to work just about everywhere. It runs in your browser. iPad app opens up the browser and is... We make it native because there's some hooks. But, um, yeah, I mean, uh, like, uh, Chrome, Safari, uh, iOS, Android, Kindle Fire. And, uh, I mean, for the f- most part it feels like a game. When you get to algebra, we shift the game a little bit and now it's a game of identifying what's true or what's false. And, um, and w- and what it really is is the activities that the researchers already found most effective at teaching math as a math conceptually or as a language. And so, like, what we did was we combined that with advanced algorithms that, uh, are, are able to quickly adapt to the student. So it's an adaptive supplemental tier one, two, three system. Lindsay Lyons: That is super cool. Okay. Thank you for explaining that. I understand it better now already. And then finally, where can people connect with you? Do you have, like, a website people should go to or platforms or anything? Dr. Aditya Nagrath: The best way to get ahold of us is if you're a parent, go to elephantlearning.com. And if you're a teacher, go to schools.elephantlearning.com. And if you end up at elephantlearning.com, there's this classrooms or schools on the top, so you just click that and it'll take you over there. But, um, yeah, there's a different, dif- two different initiatives, talking to parents and talking to schools. Lindsay Lyons: Dr. Nugent, thank you so, so much for being on the show today. Dr. Aditya Nagrath: Thank you for having me. It was a lot of fun. Thank you.
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AuthorLindsay Lyons is an educational justice coach who helps schools and districts co-create feminist, antiracist civics-based curricula, discussion opportunities, and equitable policies that challenge, affirm, and inspire all students. A former NYC public school teacher, she holds a PhD in Leadership and Change, and is the founder of the blog and podcast, Time for Teachership. Lindsay believes all students deserve literacy, criticality, and leadership skills. Archives
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