Many school psychologists work in schools that have low proficiency rates on the year-end test of mathematics, which is concerning because math proficiency is a powerful indicator of long-term academic success. Addressing math instructional problems is not easy work. One reason the authors examine is that the work is so challenging for school psychologists is that there is a great deal of philosophy that is at odds with contemporary evidence, yet is embraced by the teachers, school coaches, and leaders who observe the large and persistent achievement gaps, care deeply about their students, and want to avoid harm. The result is tension between evidence-based and philosophy-based practices in math education. In the rest of this paper, they will discuss some common misunderstandings of math practices and summarize available evidence that school psychologists may use to advise systems in the thoughtful implementation of evidence-based practices in ways that bring mathematical success to more children.