What's Math Got to Do with It?: Helping Children Learn to Love Their Least Favorite Subject--and Why It's Important for America

by Jo Boaler

A recent assessment of mathematics performance around the world ranked the United States twenty-eighth out of forty countries in the study. When the level of spending was taken into account, we sank to the very bottom of the list. According to Jo Boaler, who was a professor of mathematics education at Stanford University for nine years, statistics like these are becoming all too common—we have reached the point of crisis, and a new course of action is crucial. In this straightforward and inspiring book, Boaler outlines the nature of the problem by following the progress of students in middle and high schools over a number of years, to find out which teaching methods are exciting students and getting results. Based on her research, she presents concrete solutions that will help reverse the trend, including classroom approaches, essential strategies for students, advice for parents on how to help children enjoy mathematics, and ways to work with teachers in schools.

The United States is continuing to fall rapidly behind the rest of the developed world when it comes to math education, and the future of our economy depends on the quality of teaching that our children receive today. In What’s Math Got to Do with It?, Jo Boaler offers us a new way forward, making this book in dispensable for all parents and educators, as well as anyone interested in the mathematical and scientific future of our society.

Genres: Education, Mathematics, Nonfiction, Teaching, School, Parenting, Science

288 pages, Hardcover

First published July 17, 2008

About the author

Dr Jo Boaler is a Professor of Mathematics Education at Stanford University and co-founder of www.youcubed.org. Formerly the Marie Curie Professor of Mathematics Education for England, a mathematics teacher in London comprehensive schools and a researcher at King's College, London. She is the author of eight books including What's Math Got To Do With It? (2015) and Mathematical Mindsets (2016). She is the recipient of the NCSM award for equity, the author of the first MOOC on mathematics learning for teachers and parents, a White House presenter and an advisor to the PISA team at the OECD.

Reviews

[Sylvia · Rating 3 out of 5]

This book makes a lot of points that I respect and agree with--math should involve project-based problem-solving, students should be encouraged to work in groups and talk through math problems, etc--but sometimes Boaler is overly confrontational and negative, without offering a lot of strategies for teachers to follow.

As another reviewer says, the title explicitly states that every kid in America hates math, which isn't true. She repeatedly refers to students having been "traumatized" by their math educations, which just seems overly aggressive to me. Many math classrooms DO involve project-based learning, creativity, and interesting questions--even the ones which also involve tons of drill and kill. Honestly, I went to very standard public schools, and had many good and not-so-good math teachers, and I can only remember one class in my life that was primarily conducted in the utterly silent, entirely worksheet-based way she characterizes as standard.

Regardless of this oversimplification, the book is worth reading. It makes some great curriculum points, highlights some interesting research, and presents several case studies of students that I really enjoyed. Reading it gives you plenty of motivation to work more flexible math curricula into your classroom: but you may have to look elsewhere to figure out exactly what that entails.

[Jessica · Rating 4 out of 5]

This book bummed me out, big time. The more it went on, the more depressed I got. The state of math education in the United States is beyond broken, and even if a handful of us teachers out there recognize it and try to do something about it, it feels like an impossible battle to fight.

So let's start with the basics. Inquiry-based learning. This is something I've been trying to work into my curriculum since I started teaching. It's hard (really hard) to figure out how to do it well, but that's the responsibility I signed up for. Except, it takes TIME to do this well in the classroom. I read a blog recently (How I Sextupled the Time it Takes to Teach End Behavior) that validated my feelings on this, both in terms of the extra time requirement and the benefit to going about it that way. There just aren't enough hours to cover everything we're "supposed" to cover and to do this as often as I want. And do you know much of what I'm required to cover is not because any of us think it's valuable to learn, but just because it turns up as one or two questions on the SATs? So, yeah.

Next, let's talk about grades. I remember talking to someone, I think one of my grad school professors, who said that he wouldn't give any grades on the essays he returned. Just comments and feedback. If students wanted to know their grade, they had to... do something. I forget, but basically demonstrate that they had read the feedback and understood it. True to form, it's been my experience that the majority of the kids just look at the grade they got and ignore the corrections or comments I've given them. But it's worse than that. According to the book, research shows that when a kid receives a grade that is lower-than-average, it has a negative impact on future performance. In other words, you'd think that if a kid got a low grade, s/he would think, "Oh boy! I need to work harder next time!" But instead, s/he thinks, "Guess I'm no good at XYZ. Might as well give up." The whole reason we give grades as the term goes along is so that kids know where they stand... But the ACT OF GIVING GRADES results in LOWER grades for many kids!

This review is already pretty long, so let's stop at tracking. Again, all the research says that this is bad for kids, both the high-performing ones and the struggling ones. This makes complete sense to me. I try to help the kids think about where they are in their learning using a 1-5 scale.
1: DERP. I got no idea what's going on here.
2: Okay, some lightbulbs are starting to turn on for me...
3: I pretty much get this, but might need to practice more.
4: I've totally got this.
5: I could teach this.
A lot of my kids get stuck at 4. They can show me that they can "do it," by which I mean, get the "right" answer. But if I ask them why or how, or try to help a peer who is struggling, they often come back at me with, "I don't know how to explain it..." They have room for growth. So, okay, I've been of that mindset for many years, but in reality, how do you do this in the classroom??? Well, in the book it says, of course you can't just de-track and then continue teaching exactly the way you were before! You need project-based or inquiry-based work, with multiple entry points/levels for the kids. Which brings us back to challenge #1, my first paragraph. And, let's say that we addressed that concern... If the school I worked out simply said, "We're cutting out the Honors track!" the parents would rebel and enroll their kids are some other school that will allow their kid to "get ahead." That's the reality. Until our entire society changes its views and values, no way can we get rid of tracking, even though it is BETTER FOR KIDS. All kids.

So, here we are. I am not alone in wanting a system that is both (1) more equitable and (2) inspires a love of math in a higher percentage of kids. But it feels impossible. And this is why I'm sad.

[Cameron · Rating 4 out of 5]

A fantastic dive into how maths is learned and taught. A book I would recommend to ANYONE and recommend 100 times to all involved in education

[Kate · Rating 4 out of 5]

I decided that it's high time I got control of my math anxiety, and, rather than picking up a fractions drill book from the children's section, I got this. I want to understand WHY I can't do math.

And now I do. I do not have a learning disability in math. My teachers have had teaching disabilities. Math is a subject that is not taught well (from sources other than this book, I learned that it hasn't been taught well for a long time. Students taking advanced math classes have steadily dropped throughout the 20th century and into the 21st century).

I was from the "New Math" generation. New Math was developed by mathematicians who didn't know squat about child development. They attempted to teach complex formalized math concepts (set theory, whatever that is) to six year olds. They produced a massive generation of innumerate, math phobic baby boomers.

I learned from this book that word problems (the teaching mode from 1975 through the eighties) didn't work because the contexts presented were unrealistic and irrelevant. After that we had "fuzzy math" for a brief time, where you sort of kind of guess what the answer is and the teacher says, "close enough." In reaction to that, the math wars started. "Math wars" comprises a pretty vitriolic fight between people who think kids learn math best through drills and rote learning and those who think that it is important to teach the kids why math works the way it does. The author says she doesn't take sides in this debate, but it's pretty clear where she stands. Kids need to understand why math works the way it does. She demonstrates how teaching kids how can work and can get kids excited about math.

I found myself wondering about my own attitudes and understandings of math as I read. Math isn't what I thought it was. (Rote, useless memorization and drills.) That's a good thing.

[Jane · Rating 3 out of 5]

Boaler covers well the crucial information parents need to help schools focus on best practices in mathematics instruction. However, the book is somewhat repetitive and not enough of a how-to for her intended audience: parents! I felt the content order was right for educators but not for parents. Further, I kept thinking of other current titles that are far more readable (such as Outliers, Drive, etc.) that people from all walks of life are finding enjoyable. I've done considerable research on how students learn mathematics and have worked with schools for years to help them implement the kinds of reforms she addresses. Reforming math education in this country is such a crucial issue that, given the content of this book, I found myself thinking, "Oh if only someone had helped her take this from good to the most gripping, accessible text possible..."

[Valerie · Rating 5 out of 5]

This is exactly the book I needed to read right now. I always want to encourage flexible thinking, pattern recognition and problem solving, but I hold myself back because of worry about standardized testing. I worry that my classroom will be seen as noisy and non-productive, because I encourage my students to ask questions, and collaborate. I felt very ineffective last year, because I hovered between what I felt was interesting and what I felt I 'should' be doing. This book not only validated my feelings about how to reach more students, but it gave me many practical avenues for doing those things that I feel are important in a bigger, better way. I am going to suggest that my math teachers book club read it. Don't laugh, there are at least 2 members.

[Moses · Rating 5 out of 5]

I took a class with Jo Boaler last year and she inspired me to pursue a career in math education. I decided to check out her book for more inspiration and was not disappointed. Boaler makes a convincing argument in favor of reforming math education to allow for more creative and collaborative discovery-based learning. She provides important insights into how we can combat inequities in math education and develop assessments that are designed specifically and carefully for the purpose of improving student learning outcomes. She also gives tips for teachers and parents to help them instill a love of math in their students/children. Boaler's writing is thoughtful, persuasive, and well-researched. Her work critiques the way math is often taught in schools in a productive manner that provides clear, actionable alternatives, including ways for teachers and parents to work towards systemic change or work within the system to improve outcomes.

[William Schram · Rating 4 out of 5]

I am an American. I went to a Parochial School until I was 14 and a Public High School until I was 18. I detested Mathematics as a child, but I made it to Calc II.

Mathematics is not merely a cookie-cutter application of formulae; it is a search for patterns. Unfortunately, many American school systems endorse the orthodox methods of teaching math. It is a boring one-size-fits-all class reminiscent of the Pilot episode of Rick and Morty. Everything is a lecture, and the students that don't get it are left behind.

Jo Boaler discusses all of these problems and provides solutions. I don't know if this is still happening in America, but it doesn't seem like an easy fix.

I enjoyed the book, but it is from 2008. It might be out of date by now, especially with the COVID-19 Pandemic.

[Cloud · Rating 2 out of 5]

The author does a good job identifying problems with the current math learning and offers a different approach that beats the current situation. That's about all the good things I can say about this book.

While there might be more (there definitely are) good to this book, it has too many inconsistencies which makes you wonder about the claims that are made. One such inconsistency is of women in math. Women are less in math because they need it to make sense while males dont care (she briefly talks about ALL the other much more known causes for them, so at least she acknowledged them), and when actually shown what math really is and they understand math, they perform better. As a matter of fact, they have started to perform better. Great, makes sense (maybe). But then the author talks about why men are better than women at math because boys grow up playing with legos and puzzles and girls dont, and that develops the math in boys. so shouldnt boys be better than girls?

This is just one such situation of bring 2 separate studies to show 2 separate points, without realizing that you need to reconcile (if possible) between them. Or maybe the data is misrepresented or she misunderstood it etc.

Another thing to note is the US ranking compared to other countries is used as an arguing point for traditional maths being ineffective, WHILE many countries ahead of the US also use the SAME style of teaching. Therefore, it's not the REASON for the US tanking lower, but it still is a problem.

All in all, while the book sometimes moves into the territory of general education approach, it overlaps with teaching mathematics so it makes sense, but various generalizations of aspects of learning dont necessarily apply to mathematics, as math is unique in its concepts. The data as well seems biased for math hating students and would have loved a broader data sample before the surveys taken.

[Marissa Morrison · Rating 5 out of 5]

In this excellent book, the author describes how math as practiced by mathematicians differs from math learned in school (more project oriented, often done in groups, relies less on specific types of calculation and more on general reasoning). When math in school is taught in a an environment that replicates how mathematicians actually work, kids have fun, understand the importance of the work they're doing, and learn more.

Boaler slams the useless high-stakes tests created for No Child Left Behind and promotes the "assessment for learning" model instead. Assessment for learning has three components--letting kids know what they are expected to learn, communicating with them about where they currently are in that learning process, and giving clear advice to lead them to success.

Relying on comparisons of how kids learn in various countries, Boaler explains how separating them into different classes by ability hurts everyone. This system lowers the ambitions of the slow and average kids and places advanced learners in an environment where teaching happens faster, students ask few questions, and teachers rely on a narrow range of teaching methods.

A key difference between students who succeed at math and those that don't is that the fast learners know how to degroup and regroup numbers, so that they end up doing simpler problems. For instance, when faced with the problem "What is 11 times 15?" a struggling math student may write out the whole multiplication problem. A more successful student will reason that that is 10 times 15 with another fifteen added on. In order to foster this kind of reasoning, Boaler suggests that classes work on these types of problems together aloud, without pencil and paper, so that all students come to see the different ways of figuring out the answer.

[Monica · Rating 4 out of 5]

Didn't much like the title and was worried by introduction with the typical "everyone needs math in today's world" cheer, but this book is about so much more than that. She conducted studies in all types of classrooms, all types of school in America and England. Discussed were gender issues, cooperative learning and assessments. I was inspired most by the assessment talk - as she recounted the effects on students from grading them against one another instead of against themselves. She talked a great deal about getting students involved in setting or understanding objectives and giving them measurements of their progress along the way - the importance of indicating where they stand now vs where they started, which areas need improvement according to the set objectives, and how they can take control of their own learning by responding to those assessments.

I haven't yet read or studied educational gender issues to know whether I agree with all of her comments regarding gender - I tend to think trending by gender is an oversimplification with any issue, since many other issues play into learning. She gets into this when she disagrees with some that the answer is to teach boys one way and girls another, but she places emphasis on the issue and recommends these learning differences should be considered.

Overall, the book was written with plenty of bias, but also with plenty of data - the conclusions were based on her direct experiences while conducting these studies. Her thought process was clear and rationale seemed solid to me. The details are interesting and worth the read.

[Hester · Rating 2 out of 5]

I should have known I would have problems with this book when I saw the subtitle "Helping children learn to love their least favorite subject." While math is America's most hated subject, it is also its most loved. Boaler writes as if every child in the US hates math, which is just not true. She has some good points and interesting research, but she consistently paints an incomplete picture.

She repeatedly states that current instruction methods are inadequate and describes superior ones, suggesting they be implemented. What she does not mention is that her ideas require master teachers and can rarely be used successfully by the less experienced. For example, she says that math tracking should be abolished and students should be in mixed-ability classrooms. The teachers, however, need to use techniques; they need to assign problems that are accessible to the struggling and challenging to the advanced. She never reflects on the difficulty of this!

She also suggests that teachers should move to project-based teaching, having students work on challenging problems in groups. She never mentions how easy it would be for a beginning teacher to lose all control over the classroom. Let me say from experience(my first semester of teaching) that asking beginning teachers to teach this way without backup is a recipe for disaster. Combine this with her sloppiness in quoting Barbie(she said "Math is hard," not "Math Class is hard") and I have some serious doubts about the book as a whole.

On the other hand, some of her research on obscure language in word problems and on the need for girls to understand formulas rather than just apply them is convincing.

[Megan · Rating 5 out of 5]

I did not expect to enjoy this book so much. It's about math, after all, and math was never my favorite subject. I ordered the book from the library thinking it would have a few exercises to help me teach my second-grader math at home, since math in American schools is notoriously crappy and I wasn't sure which curriculum I should support, etc. Well, I got much more than I bargained for. This book has not only given me a lot of ideas about how to incorporate mathematical thinking into our home, but has also caused me to revisit my core assumptions about math. I was fascinated by every chapter in this book. Boaler is a mathematics education prof in Sussex and studies the way children learn math. She argues that the way math is taught in America (and England) undermines the fundamental creativity and flexibility of the subject while discouraging students from ever wanting to pursue professions that employ it. She discusses the difference between the way boys and girls learn according to neuroscience and how that should influence our teaching. It was fascinating and so helpful. I recommend it to anyone interesting in pedagogy at all and to anyone who wants their children to have a better experience in math than they did. In the end of the book she gives ideas on how to help your child develop "math sense" and also includes very helpful appendices and bibliographies.

[Amelia · Rating 4 out of 5]

I enjoyed this book but I have some reservations about it. First, I felt that it was a bit repetitive, but in terms of substantive problems I was frustrated that it offered such a rosy picture of possible math classes without much of a roadmap for how to move institutions toward adopting a different model of math teaching and learning, here in the US (and the UK, which sounds even worse in some ways).

I was most excited by the chapter "Stuck in the Slow Lane," about the American (and British) practice of grouping students by perceived math ability. I remember writing a rant about that way back when I was in high school, and was happy to see that there is now so much research about how grouping doesn't help students, not even the "smart" ones. I discussed it with my daughter, who agreed with me, but when I look at her school system and the way it's set up I just can't see a way out of it. People and institutions are really invested in this system.

My other nagging issue with it was that I felt like the author didn't address how students master some of the more routine techniques in math while engaging in all of these interesting puzzles. I guess I just wish that she'd built more of a bridge between existing/traditional math instruction and the egalitarian, investigative, and creative classrooms she describes so enticingly.

[Jeff · Rating 5 out of 5]

GO READ THIS BOOK! What's Math Got to Do with It is the best articulation of where American math education should be headed in the 21st century that I have ever read. Boaler's book aimed towards parents and teachers is instantly accessible, with a clear rationale for why children need to be engaged in interesting complex problem solving in math throughout their educational experience as opposed to regular practice of standard algorithms. She backs up her work with her own and others' research making a compelling case for making changes that emphasize understanding, reasoning, and communication in math classes as opposed to memorization and procedural application. With chapters, on standardized testing, ability grouping, girls and math, and practical advice for how parents and teachers can provide rich mathematical experiences for every child, Boaler covers a wide ground that consistently reinforces her message about what math really is (i.e. the study of patterns) and how students should experience math to understand it (i.e. working through rich problems).

[Karen Ng · Rating 5 out of 5]

I'm always interested in reading books about learning, especially about how students learn math and writing. The author is a professor at Stanford and Sussex, who conducted extensive researches in both United States and Europe (France, England..), trying to find out why math is the most hated subject in school, why most students are failing it, and why the US is behind the other countries in producing above average math students.

She studied groups of students from middle school to high school, and concluded that the math teacher is a very important factor in making math interesting, as well as producing math achievers, peer tutoring and group learning helps both the advance and the average student, out of the box thinking should be encouraged, as long as the right answer is reached.

She has very constructive and logic recommendations for both parents and teachers, to encourage the love of math. I highly recommend this book for all math teachers and parents.

[Megan Blood · Rating 5 out of 5]

Who stays up until 11pm reading a book about how to teach math? Oh yeah--me. Seriously--this was a fantastic book. As one of the very, very many who struggled with math (my 5 on the AP Calc test is still one of my greatest achievements), this really rang true. It's much more than just a 'try this method' book; she goes into so many different facets of schooling and how they affect how students learn math. My favorite chapter dealt with gender differences. Did you know that men and women process math in completely different sections of their brains? DID YOU?!

I read this to help me know how to teach my kids math. But even if I wasn't planning on homeschooling, I would still want to know this information. If you have a child struggling with math, READ THIS. If you want your child to be good at math, READ THIS. If you want to have really interesting dinnertime discussions with your math-and-science-brained husband, READ THIS.

You can all thank me later.

[Annette · Rating 5 out of 5]

What's Math Go To Do With It? and The Elephant in the Classroom by Jo Boaler are different versions of the same book. The first focuses on American classrooms, while the second takes a United Kingdom approach. While it's interesting to compare the different examples and approaches, they're basically the same book.[return][return]Boaler does an excellent job exploring the importance of math for today's digital citizens while discussing the need for changes in teaching practices.[return][return]If you're seeking a book that will generate discussion about changes that need to take place in to the math curriculum. This is a great resource to begin reflecting on current practices and exploring new directions.

[Paul · Rating 4 out of 5]

This is an excellent book about problems with math instruction in public education and what can be done about it. As a fifth grade math teacher I know all too well how many students come into my classes with dread. I'm very happy to say that by the end of the year most of them will say math was their favorite class. There were several times while reading this when I thought, "You are preaching to the choir Jo!" Too many poor quality tests, too much emphasis on drills, and not enough thinking and talking about problem-solving are widespread issues. I am looking forward to reading more of the resources she lists in the appendices.

[Rebecca · Rating 5 out of 5]

I am scared of math, barely got through calculus I don't know how, and now can barely remember how to do probably 5th grade math. But this book really opened my eyes to what math can and should be. It actually made me want to try to learn math again. It talks about the ways schools and parents can teach and present math in fun, interesting, applicable ways that could change the dismal math scores of American kids. Not that math should be about scores, but it shows how poorly America is teaching math compared to most other countries. It actually got me excited about math, a bit.

[Keith · Rating 5 out of 5]

Excellent book exploring how to teach math in school. The book overs many excellent insights and some actual ideas for teachers to use. While the book does talk about some of the wrongs of the way math is taught and offers many ideas for making it more accessible and interesting to the students, I think it could use the frame it has and offer much more. Still it is an excellent book as it stands and very readable for even the non-teacher.

[Sue · Rating 5 out of 5]

At first when I skimmed this I thought it was worth about an hour, but when I settled into reading it I found that I had seriously underestimated the book - lots of good ideas, and a vital message. I wish that I could give this to administration and have them really read it, but there are too many levels of people that would need to read it above them. Lots of practical ideas and things to link to and other books to look at.

Definitely a must read for math teachers.

[Lori Yvette Fernandez Lopez · Rating 5 out of 5]

I love this book. I enjoyed it even more since I took a class by Jo Boaler at Stanford and learned what an amazing professor and woman she is. She truly cares about children's education and it shows throughout this book. I hope parents listen to what she has to say and start making productive changes at home. Jo Boaler is currently teaching the next generation of teachers who will hopefully pass on all they learn.

[Kari · Rating 3 out of 5]

Although a little repetitive at parts, I did enjoy the over all message in this book. I found the ideas and research intriguing. While I felt that teachers would definitely benefit more from this book, I did find some practices as a parent that I can use in helping my kids achieve a better understanding and desire for math. And it's helpful in achieving my own personal better math mindset that is important for success.

[Natalie · Rating 5 out of 5]

An excellent book about improved ways to teach children math for understanding as opposed to the "memorize processes" way I was taught in school. Jo Boaler makes a great case for changing the way math is currently taught and provides many resources and ideas for how parents and teachers can provide engaging mathematical activities for children.

[Herzog · Rating 3 out of 5]

Well intentioned, obviously, but, in the end not overly helpful. There's a lot of prescription about what is wrong with our math education, but not enough solid prescriptions for improving it beyond more discussion while learning math.

[Pooja Goyal · Rating 3 out of 5]

Some great insights about how children process Math and by extension what it means for teachers and parents. However, a lot of it was very repetitive.

[Ricardo Garcia · Rating 5 out of 5]

Excellent Book! Changed my thinking on math and how its taught.

[taylor · Rating 5 out of 5]

One of my favorite books of 2025 resonates deeply with me, though I recognize my enthusiasm might stem from confirmation bias. I've long believed math education is failing students, potentially leaving the next Einstein or Newton undiscovered.
I lack expertise in cutting-edge teaching methods, but a 2012 experience opened my eyes to new possibilities. I joined 160,000 others in the first-ever MOOC (Massive Open Online Course) on AI, taught by leading Stanford professors. The online course mirrored the in-person version, with identical lectures, tests, and Q&A sessions. Many Stanford students even preferred the online format, as it allowed rewatching lectures and learning at their own pace. The flexibility far outweighed the impersonal feel of a lecture hall. It was, without question, the best college-level course I’ve ever taken. Inspired, the professor left Stanford to found Udacity, driven by a vision to educate thousands with the same effort it took to teach 50.
The course’s innovation lay in its approach: students tackled problems before learning the techniques to solve them. This encouraged critical thinking over rote memorization. Combined with world-class instruction, it was a transformative experience. Naively, I thought this signaled the end of traditional colleges. Later, as I explored advanced math beyond my college courses, I became convinced we’re teaching math all wrong.
This is the central theme of the book. Written by a Stanford math education professor, it draws on longitudinal studies to reveal how traditional teaching methods are not just ineffective but often counterproductive to fostering math proficiency. The evidence is stark: American students rank 28th out of 37 developed nations in math, across public and private schools, high and low achievers alike.
Other countries clearly do it better, and the book offers numerous examples of their success.
To play devil’s advocate: does math education even matter? America leads in nearly every economic metric despite its poor math outcomes. Perhaps a nation’s progress hinges on a few brilliant minds, not the average student’s math skills. Does a baseball team’s average batting score matter if it has a few superstars? Yet, the book argues that our outdated methods may be stifling the potential of those rare geniuses, preventing the next Newton or Einstein from emerging.

[Susan · Rating 5 out of 5]

Really, really good. Concrete ideas for how to lose the idea that math is unapproachable, boring, hard, scary, etc. I'm going to look for more recent research and recommendations because the book is a bit old (2008) and we may have more information, but this is solid advice. I hope things have improved since it was written, and I think some of them have? One example is I've seen lesson objectives listed frequently, which may be part of the idea that telling students what they're SUPPOSED to be getting out of a lesson is helpful because then they can more easily communicate if they did not get that.