A limited-series podcast about the narratives that shape math learning, and how changing those narratives can change what’s possible in classrooms.
What Counts explores the math narratives that shape classrooms, and how teachers can help students rewrite what’s possible.
Created as part of the Math Narrative Project, the series supports narrative change by translating project learnings into real-world stories, shared language, and practical reflection for educators and the communities they serve.
Season 1 focuses on relationships.
It began as an internal learning companion for Impact Florida’s Solving with Students Cadre, with a specific purpose: to help shift the way teachers think about math instruction by placing relationships at the heart of teaching and learning. It follows a central Math Narrative Project recommendation to show teachers the impact of their relationships with students on math learning, and support teachers in prioritizing relationship-building in their classrooms.
The series is presented by Impact Florida and produced by De LeCourt.
What it is
A limited-series podcast series that explores different forces shaping math learning. Season 1 focuses on why relationships are critical to math learning.
A practical companion for teachers, coaches, and school communities grounded in teacher and student voice.
A way to hear how relationship-building shows up as daily practice in math class through routines, language, and moments that help students stay engaged through struggle.
How to use it
Listen with a purpose: Choose one episode and one question you want to answer about your own classroom (or school).
Try one move: Each episode offers small practices you can test without overhauling your instruction.
Bring it to your team: Use it for PLC discussion, coaching conversations, or shared language with families and colleagues.
Start listening to What Counts
Episodes
Start listening to What Counts
Episode 1: What do relationships have to do with math?
In Episode 1, we ask a foundational question for middle and high school math teachers: where do teacher-student relationships fit in math instruction, and why do they matter in the math classroom?
You’ll hear from Florida math teachers who describe a persistent tension between pacing guides and relationship-building, and why some believe there’s “not time not to” build trust and student engagement in math class.
We also meet Celena Crews, a veteran secondary math teacher whose approach starts with noticing students, strengthening mathematical foundations without shame, and creating a classroom culture where students feel safe to participate — academically and emotionally.
For math teachers who feel pressure to prioritize content coverage over connection, this episode reframes relationship-building as part of the learning conditions that shape student engagement and math identity.
Episode 2: Math is emotional
Why do so many students walk into math class believing they’re “not math people”?
In Episode 2, we explore why math is one of the only subjects where students form identity-level beliefs about their abilities and how math anxiety, shame, and past classroom experiences shape participation in middle and high school math.
You’ll hear secondary math teachers reflect on:
Students who carry fear or embarrassment into math class
How small classroom moments can reinforce or undo math anxiety
The emotional weight teachers feel when trying to rebuild confidence
Why math identity often becomes personal in ways other subjects don’t
If you teach math in a secondary classroom and regularly hear “I’m just not good at math,” this episode examines how teacher-student relationships influence math confidence, engagement, and students’ willingness to try.
Episode 3: But how do I build relationships?
If relationships matter in math instruction, how do you actually build them? Especially with 100+ students?
In Episode 3, we move from belief to practice. Middle and high school math teachers reflect on what intentional relationship-building looks like in real classrooms, beyond slogans like “relationships are everything.”
You’ll hear practical strategies from secondary math educators, including:
Using math timelines to understand students’ math histories
Creating daily routines that build connection and trust
Listening for moments that shift how you see a student
Strengthening student voice in math discussions
Building mathematical self-esteem over time
This episode explores how relationship-building in the math classroom becomes sustainable practice (not just philosophy) and how reflective teaching strengthens both connection and instructional decisions.
Episode 4: The web of relationships
Strong teacher-student relationships matter, but classroom culture shapes math learning just as much.
In Episode 4, we widen the lens to explore peer relationships in the math classroom and how social dynamics influence student participation.
Middle and high school math teachers share stories about:
Co-creating classroom norms
Addressing laughter or shutdown without damaging relationships
Reducing students’ fear of looking “dumb” in front of peers
Building collective responsibility for respectful discussion
Creating psychological safety in math class
When students feel safe making mistakes publicly, participation changes. This episode examines how classroom culture in secondary math classrooms can shift from control to community, and why peer trust plays a central role.
Episode 5: When relationships add up
What is the long-term impact of teacher-student relationships in math?
In the final episode of What Counts, we follow one student’s story and reflect on what unfolded when a math teacher chose connection, high expectations, and belief.
Through this vignette, we see how teacher-student relationships in a secondary math classroom can influence a student’s confidence, participation, and sense of mathematical identity over time.
This episode brings the series full circle, moving from research and reflection to lived experience, and explores how relationship-centered math instruction shapes how students experience learning long after a single lesson ends.
Questions or comments?
Contact Claire Riddell, Director of Solving With Students at Impact Florida
claire@impactfl.org