{
  "version": "1.2.0",
  "chapters": [
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      "title": "Introduction: The power of counting and number sense\r",
      "startTime": 0,
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    {
      "title": "The Staircase Problem and its place in the 12 reference tasks\r",
      "startTime": 110,
      "endTime": 173
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    {
      "title": "Why number sense is foundational for all math learners\r",
      "startTime": 173,
      "endTime": 273
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    {
      "title": "The role of automaticity in math fluency\r",
      "startTime": 273,
      "endTime": 351
    },
    {
      "title": "The Goldilocks principle: Finding the “just right” challenge\r",
      "startTime": 351,
      "endTime": 428
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    {
      "title": "Integrating math and cognitive science for deeper learning\r",
      "startTime": 428,
      "endTime": 600
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    {
      "title": "Differentiation strategies: Whole-class individualization\r",
      "startTime": 600,
      "endTime": 765
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    {
      "title": "Accessibility and inclusion: Adapting materials for all learners\r",
      "startTime": 765,
      "endTime": 918
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    {
      "title": "A case study: Adapting the Staircase Problem for distance learning\r",
      "startTime": 918,
      "endTime": 1039
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    {
      "title": "Why slow, repeated exposure is key to mastery\r",
      "startTime": 1039,
      "endTime": 1191
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    {
      "title": "January math strategy: Revisiting concepts to solidify learning",
      "startTime": 1191,
      "endTime": 0
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  ]
}