In schools today, it can feel like there’s always something new being introduced. A new initiative, a new priority, a new expectation. And for many teachers, especially in math classrooms, it raises a familiar question: why this, and why now? After years of seeing initiatives come and go, it’s easy to feel skeptical about whether the next one will actually make a lasting impact. But what if the issue isn’t the initiative itself—but the number of initiatives being introduced at once? When time...