What if the best research on effective math instruction never made it into classrooms?
In education, we often know what works best in theory. Research tells us which instructional strategies lead to the greatest student outcomes. But in real classrooms, teachers face time constraints, diverse student needs, and institutional pressures that make it difficult to apply these strategies.
This is the disconnect I have spent my career trying to bridge.
When I started my career in mathematics education, my focus was on direct impact. Teaching students in my Algebra and Calculus classes at Penn State Behrend in Erie, PA was rewarding, but I quickly realized the reach of my influence was limited. Each semester, I taught about 150 students. That’s what led me to pursue my Ph.D. in Mathematics Education—I wanted to broaden my impact by shaping future math teachers who would, in turn, reach their own classrooms of students.
That work was fulfilling, but as I engaged with teachers and research, I encountered a recurring challenge: a disconnect between theory and practice. Despite a deep understanding of effective instruction, many teachers struggle to apply research-based strategies consistently due to the realities of classroom dynamics.
This is what ultimately brought me to Big Ideas Learning. Instructional materials play a critical role in bridging the gap between research and the realities of the classroom. My passion is bringing those two worlds closer together. Research must acknowledge and embrace classroom practicalities, while classrooms should be able to leverage research-based strategies in ways that are practical and widely applicable. Big Ideas Learning is uniquely positioned to do exactly that—and that’s what drew me here.
Rigor, Relevance, and Accessibility in Math Instruction
One of the biggest challenges in math education is balancing rigor and accessibility. State assessments require students to demonstrate mathematical proficiency across conceptual understanding, procedural fluency, and application. At the same time, teachers work with classrooms full of students at different levels—many of whom are entering behind grade level, lack confidence in math, or face other barriers to learning.
The solution is not to lower expectations. Instead, rigor must be achieved through relevant, accessible experiences that meet students where they are and open doorways to learning.
This is why Math & YOU resonates so strongly with educators. Teachers consistently point to three key strengths:
- Relevance – The program’s title itself, Math & YOU, underscores its goal: to connect mathematics to students’ lives. Teachers appreciate how this is woven throughout the program, from career-themed chapters to the use of direct “you” language that helps students see themselves in the content. The instructional design fosters sense-making by guiding students to build mathematical concepts rather than simply memorize procedures.
- Rigor with Accessibility – Math & YOU provides structured learning experiences that balance complexity with accessibility, ensuring all students can engage in meaningful mathematics. Math & YOU maintains high expectations with grade-level content for all students while eliminating barriers to student engagement and supporting alternate pathways to meeting those expectations.
- Consistency and Support – Teachers value the predictable lesson design, which follows a structured model from exploration to synthesis. The program also offers point-of-use teaching support, equipping educators with background knowledge, potential misconceptions, and questions that help advance student thinking.
Impact in the Classroom
As we analyze data from different districts, the consistency of the results is striking. We have looked at growth and achievement across multiple states, using different assessment measures, and the results confirm what we see in practice: Math & YOU is making an impact.
These are not cherry-picked results from high-achieving schools. The data includes students from urban and rural districts, across socioeconomic levels, and in a variety of learning environments. The success stories emerging from this research are powerful because they reflect real classrooms, not controlled research settings.
One particularly exciting finding came from a survey we conducted with 73 teachers using Math & YOU. We asked them how well-supported they felt in implementing the National Council of Teachers of Mathematics’ (NCTM) Eight Effective Teaching Practices. Across all eight practices, more than 90% of teachers reported feeling supported by the program. What stood out most was that teachers cited different program features as their source of support, reinforcing how Math & YOU meets the diverse needs of both teachers and students.
When teachers feel supported, they teach with greater confidence. And when teachers are confident, students win.
How Do We Win in Math?
There is no one-size-fits-all approach to math education. Every classroom, district, and student is different, yet the search for a single “silver bullet” solution persists. This often leads to two major pitfalls:
- Relying on a single instructional strategy to work for every student and teacher.
- Viewing math as a checklist of skills instead of a connected, meaningful progression of understanding.
To truly improve math outcomes, we must design instructional materials that reflect how students learn best—not as isolated facts, but as a coherent progression of ideas that build toward deep understanding. We also need to support teachers as professionals rather than prescribe rigid methods. Teachers know their students better than anyone, and effective programs provide guidance while allowing room for professional expertise.
This is what excites me about my work at Big Ideas Learning. We are bridging the gap between research and practice, ensuring that what we know about effective math instruction is not just studied, but truly applied in classrooms.
When research and classroom realities align, teachers feel empowered, and students truly engage in learning. That’s what it means to win in math.
About the Author
Dr. Courtney Nagle joined Big Ideas Learning in 2023 as the Vice President of Teaching & Research. Dr. Nagle has nearly two decades of teaching experience, including both mathematics and mathematics education courses at the undergraduate level at Penn State Behrend in Erie, PA. Her teaching accolades include the 2022 Penn State University Eisenhower Award for Distinguished Teaching and the 2018 MAA Allegheny Mountain Section Award for Distinguished College or University Teaching of Mathematics.
Dr. Nagle holds a B.A. and M.A. in Mathematics, a Ph.D. in Mathematics Education, and her Pennsylvania Secondary Mathematics Teaching certificate. In addition to teaching, Dr. Nagle has established a strong record of research, serving as PI or Co-PI on four NSF grants totaling nearly $2.5 million and publishing her work in journals such as Educational Studies in Mathematics, The Journal of Mathematical Behavior, The International Journal of Science and Mathematics Education, and The Mathematics Teacher.
Dr. Nagle is passionate about helping students develop their confidence in mathematics while building a deep conceptual understanding of the mathematics they study. She works with preservice and inservice teachers on a variety of professional development topics including rich mathematical tasks, NCTM's 8 Effective Teaching practices, and building conceptual understanding.
About Big Ideas Learning
Big Ideas Learning, founded in 2008 by Dr. Ron Larson—an award-winning and influential math textbook author—has been at the forefront of educational publishing. With over 35 million copies of Larson’s titles sold in the U.S., his impact on math education is profound. Building on Dr. Larson’s legacy, which began with his first edition of Calculus in 1978, Big Ideas Learning publishes rigorous, relevant, and conceptually rich K-Higher Ed mathematics programs. Our vision is to shape a future where education transcends boundaries, curiosity is nurtured, and individuals are inspired to dig deeper.