Math Myth Busters & the Science of Math

December 13, 2025

Online

ProgramCE CreditsRegistration
This webinar will run from 10:00 am - 12:00 pm ET / 7:00 am - 9:00 am PT on December 13, 2025 for a total of 2 credit hours. 
Register Now
On Site PD
On Site PD

For those who cannot attend the live webinar on December 13, a recording of the webinar will be available for 7 days following the live webinar, beginning the following Monday.
CE credit is only available for live attendance.

This webinar explores the prevalent myths about math instruction and intervention that have hindered the application of evidence-based math practices in schools. We will examine several common misconceptions and contrast them with the latest research and the best available evidence. Topics will include timed tasks and tests, explicit instruction, the standard algorithm, growth mindset, productive struggle, and more. Participants will leave with a clear set of key components essential for designing effective mathematics instruction and intervention programs.

LEARNING OBJECTIVES

Participants will be able to:
Identify common myths about math instruction and intervention.
Explain evidence to counter common myths to maximize students’ learning.
Recommend best practices for supporting students’ foundational math skills.
Recognize the difference between pseudoscientific claims and scientific evidence.

WHO SHOULD ATTEND

This seminar is applicable to educators that work with students in grades K-8.
Instructional Coaches
Educational Administrators
Caregivers
Anyone looking for information on the Science of Math

Robin S. Codding, PhD, BCBA

Dr. Robin Codding is a Professor of School Psychology at Northeastern University. Her research sits at the intersection of math intervention and implementation by developing and exploring the effectiveness of school-based interventions, the factors that contribute to student responsiveness of those interventions, and strategies to support intervention implementation. Dr. Codding was recognized as a fellow of the American Psychological Association in 2024, is currently editor of the APA Division 16 Journal, School Psychology, and has over 115 publications. She is a founding member of the Science of Math group and primary author of a book available from Guilford Press titled, Effective Math Interventions: A Guide to Improving Whole Number Knowledge.

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