You’ve invested in math.
The scores haven’t followed.
Districts have likely invested tens of billions of dollars—an estimated $40–$70 billion on math PD in the last decade. NAEP scores are declining. This is happening everywhere.
Research finds PD under ~14 hours has no measurable effect on student learning.* Most PD is one-off.
*Yoon et al., IES 2007Districts adopt new curriculum cycle after cycle. The materials change. The classroom doesn’t.
The pattern every leader recognizesSupport without a clear model for changing how teachers facilitate math discourse produces nothing durable.
The gap no vendor talks aboutIt’s not the curriculum.
It’s the instruction.
than your teachers can do.
Decades of research converge on one finding: teacher mathematical understanding and facilitation skill are the mechanism. Materials don't teach. Teachers do.
Teacher content knowledge is the single strongest school-level predictor of student math achievement.
Hill, Rowan & Ball (2005) — “Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement,” American Educational Research Journal. One of the most-cited studies in math education.
How math scores actually move.
This is the only sequence that has ever worked.
This program is built on it — end to end.
- Rewards memorizing disparate procedures
- Rewards algorithm deployment over understanding
- Treats math as a static pile of skills and facts
- Measures only the answer
- Assumes math must be made interesting for the learner
- Contributes to a knowledge-building community
- Thinks critically, works collaboratively, communicates ideas
- Sees math as a network of interconnected ideas
- Values the reasoning process over the answer
- Finds math interesting and relevant of itself
The math that actually moves scores.
Three things separate math that sticks from math that doesn't. The PD is built to install all three.
Exercises
The core move
A prompt the whole room has to reason through together. No procedure. No shortcut. No back of the book.
8(7) + 5 ______ √9 + 7 · 8
Compare these expressions. Insert >, <, or =. Convince the room.
No procedure to retrieve, no shortcut to hide behind. Teachers reason from what the numbers are — and defend that reasoning to colleagues. Then they learn to facilitate the same discourse with students.
Dialogical
Students argue. Students explain. Students change their minds because a classmate made a better case — not because the teacher said so. Math becomes something you do with other people.
Rooted in first principles
No memorized procedures. Every claim has to trace back to what the numbers actually are. Students who reason from first principles can rebuild the procedure any time. Students who only memorized it are stuck the moment the problem doesn’t match the template.
Reasoning over answers
The room is the judge. A right answer without a defense doesn’t count. A wrong answer well-defended teaches everyone something. Mathematical thinking gets built out loud, under pressure, in front of peers.
Kindergarten pilot:
0% to 67% on grade level.
This is what happens when teachers become mathematicians first.
the growth of comparison classrooms — starting from further behind. Pilot students began the year with zero students at grade level and ended with two-thirds on grade level, as measured by the i-Ready Math Diagnostic.
It holds up in middle school, too.
In pilot classrooms, over half of 7th graders reached proficiency against 4% in non-pilot rooms. In 8th grade, pilot classrooms took proficiency from zero to 29% — in a school where no non-pilot 8th grader tested proficient.
School-wide, students in the program made a median of 157% of typical annual growth, with 69% improving their placement level.
Every teacher gave it five stars.
That almost never happens.
On an anonymous post-survey administered by the district — not by us.
Challenged me to unlearn math so I could relearn it.
Participating teacherGot my staff into the work and language of math.
Principal · Summer 2026 cohortThere is more than one way to do math. The process is more important than the answer.
Participating teacherSustained by design — not another one-off.
Build teachers' mathematics
- 18-hour summer immersive before school starts — teachers experience the framework as learners, flexibly scheduled over 2–5 days
- Sustained workshops through the school year — full-day or half-day, a mix of in-person and virtual, each building on the immersive
- Teachers meet regularly as a knowledge-building community, doing real mathematics together between sessions
Students grow faster than a typical year — driven by teachers who teach conceptually and not just procedurally.
Build leaders you keep
- 6–12 teachers selected as emerging instructional leaders from the Year One cohort
- A second 18-hour immersive focused on designing and facilitating Thought Exercises in their own classrooms
- Weekly virtual coaching with video-based feedback, plus 2–4 in-person observation and planning days
Acceleration compounds — and the instructional expertise stays inside your district.
The impromptu rehearsal room.
A proprietary app that lets teachers practice facilitation with AI students and an AI coach before running the lesson live.
Where facilitation gets built
Teachers step into a live math discussion with two AI students holding real misconceptions. Not homework. Not video. Impromptu rehearsal with "students".
An expert coach beside you
Every session comes with an in-the-moment coach trained on Kevin's method — his moves, his diagnostic questions, his way of pressing on reasoning.
Unlimited practice, zero risk
Unlimited practice, zero risk to real students. Teachers can try the harder move, misfire, and run it again — no class period spent finding out.
Leaders see the growth happen
Every rehearsal produces data. See which teachers are engaging, which are growing, and who your emerging instructional leaders are.
Designed by the person who got these results.
Kevin Moore
Mathematics Model & Proven OutcomesCo-founder of Long-View, a school in Austin, Texas with world-renowned mathematics outcomes, and The Number Lab, which supports schools in transforming K–8 math instruction. Kevin has 30 years of experience teaching mathematics, has coached hundreds of educators, and co-created the Generative Math Learning Framework. He is also a published author on mathematics instruction and led the Edgecombe County implementation featured in this deck.
Amber Dhanani
Teacher Development, Research & AI-Enabled MathFormer K-8 math and science teacher and Director of Teacher Growth and Learning. Amber has coached 50+ educators, delivered more than 240 hours of professional learning, and led schoolwide math implementation through modeling, co-planning, and data-informed coaching. She now leads educator research and AI product work with Stanford University and ISTE+ASCD and secured $150,000 from NewSchools Venture Fund to develop an AI-powered mathematics tutor.
Ryan York
District Leadership, Technology & ScaleFormer math and science teacher, principal, Director of Academics, CIO, and charter-school co-founder and CEO; now Co-Founder and Chief Product & Technology Officer of an education technology platform. Ryan led academic programming that outperformed neighboring districts by 135%, built instructional systems serving 10,000+ students, and scaled curriculum and teacher training to more than 100 public schools across eight states — including Nashville's largest charter-district instructional partnership.
Priced to say yes to.
- Includes the full summer immersive and all school-year workshops
- Neighboring schools can share summer immersives — same fidelity, shared logistics
- Year Two instructional-leadership tier priced as an add-on for continuing schools
- Sized to sit inside existing PD and Title II budgets — no board-approval gauntlet
We put our money where our math is.
You decide whether the year was worth it. No other math PD stands behind itself that way.
Compare it to what you're buying now
Sending one teacher to a national conference — flight, hotel, registration, a sub back home — easily runs $2,000–4,000. That buys a binder and a good week. This buys a year that keeps teaching after it ends.
And it compounds
Year Two turns your strongest teachers into in-house facilitators. Every year after, the expertise is on your payroll — not ours.
A small first yes — not a leap.
A conversation
45 minutes with your leadership team. We learn your math data and priorities; you pressure-test ours.
Book the half-day
A half-day session for your leaders and math teachers. Priced at cost. Don't take the survey's word for it — do the mathematics. Most leadership teams describe it as the moment they got convinced.
Summer immersive
Lock a summer window for your first cohort of schools, and start the school year with teachers who are already teaching differently.
Limited summer windows — lock yours early