 Today, I'm really happy and pleased that we're able to have Robert Berry's third. There are lots of Robert Berry's. But at Google, yes, we will understand why yesterday's all of his. His name and it's multiple. And there's another one, too, Berry. Oh, yeah. So he needs to maintain his identity. So Robert is the president-elect of the National Council of Teachers and Mathematics. He will assume presidency at the annual meeting in Washington, DC in April of 2018. And will serve for a two-year term. And will provide the leadership and the direction for the council in that span of time. So he's agreed to talk with him tomorrow. He's going to do kind of a formal presentation. But he is talking today to you guys about some NCTM things, some roles that you can play. He wants to do a Q&A. So I'm just going to turn it over to Robert. We'll be back. All right. I guess you guys can hear me then, right? Yeah. I guess I'm going to find a spot where I can just kind of move around. So I hope you guys don't mind me moving around. Because I haven't been moving around. And no, I'm a Southern boy. So what that means is, let's reach out and thank you for all things right. Thank you. All right, good. So if any of my Southern tone comes forward, that's the way it is. So what I'm going to talk with you today about, I'm going to tell you a little bit about me. I'm a professor at the University of Virginia in Charleston, Virginia. I'm a former middle school math teacher. Actually, I had a fortune of working at a K-8 school for a little bit of time where I lived with kids. And that was great. It was a great experience. Now I'm married to a high school math teacher. So that's the only interesting thing is, she always reminds me that she was the insta-teal member before OS. So I'm going to tell her, I became president before you did. But nevertheless, you know, my wife, my wife and I, insta-team has been part of our professional lives as well, as part of our, the work that we do. At the University of Virginia, I teach, I have a great and unique, interesting position on middle school secondary training, but I teach an elementary and special education program. Now I'm also teaching a math specialist program. Now a math specialist program is a K-12 program. And so I teach courses in those programs. And I also have a courtesy appointment in the mathematics department where I teach a course called the shape of space. It's a geometry course. You could even be in geometry, but it is a very interesting course where we kind of bring in some kind of, so they're not including aspects of the course as well. I suppose, you know, if space is infinite and we put in all these questions and kind of glossify a little bit. But most of my research is focused on equity issues in mathematics education, particularly I focus on my dissertation work with some black boys who have been successful with school mathematics, which I think has led to my work on a program that I founded at the Charlotte School about nine years ago called MQ, which is called Math, Men, and Mission. So that MQ included it all. I would love to take credit for that. But for the first two years we called Math, Men, and Mission and one of our doctoral students said, well, I'd like to call it MQ, but that's so great. But Math, Men, and Mission has an academic year component as well as a sorrow component. We focus on Math, Math. And our boys are in grade three, and we're very purposeful focusing on that grade, Men, for several reasons. One, in all of our area, when we look at kids who have access or were in an advanced level of mathematics, we found that if we start working with them in third grade, perhaps the opportunity to gain access, if they move from third grade on to middle school, it will position them well. So I access to advanced mathematics. Our original goal was to... We have a program called MESA, which is Math, Math, Engineering, and Science Academy. And our original goal was to create a pool of black pools that would be eligible for MESA. The eligibility for MESA is that we would have to take geometry part actually, and there wasn't a pool of black boys who were eligible. In fact, there was a 17-year history that the program had not made any black boys who were in the MESA program. And so we created this pool for black boys who were single. But now our mission is very different because now we've had some success and now we just want to create options. And I say we focus on black boys because these boys identify themselves with digital life. And I say that way because over 60% of our boys are actually by racial. I live in an area where only 4% of the school population are actually black boys. So I live in a downward white area. I used to tell folks, and I said this to you earlier, my two sons ran elementary school. 25% of the black population at the elementary school lived in my house. So that kind of gives you some scope of that. So I can honestly say in short, but I live in an area I know every black kid, at least from third grade to eighth grade because they come to us when we have some success. So that gives you a little bit of a background about my research, my service, and then how those things go for life. And my teaching, I also teach doctorate on access and equity issues and math by education, as well as the elementary courses I teach as well. And so those things overlap significantly purposefully. Which then, and I say all of that because that has been my entry in CTM. I'm highly identified in CTM mode that's around issues about access and equity. But I'm still a math guy. I am a math guy. So what I want to do is just talk a little bit about trying to position a president in life, some of the CTM's work and what we're going to do, what work it is in life. And then invite you, because this is a great opportunity for me to kind of accrue some folks to get involved into work with CTM because I, you know, one of the jobs I have as president is like I just don't want people to commit. Why not take advantage of this opportunity to tap into some, forgive me for saying it this way, but to tap into some new blood. How about that? Open blood is good. That's good. Because there's an open blood in here and we're going to go up and call institutional members and things like that. But new blood is good as well. So here's the point. I'm going to talk a little bit about the high school tax force. That's one of our standing committees for the CTM. I'm going to talk about an invitation how to get involved with the high school tax in other committees. And then we're going to unpack some resources for the CTM. And then we're going to spend a little time in Q&A. Questions that you may have or burning issues that you want to bring up and things of that sort. All right. Let me just kind of talk about the board of directors. I'm not the only member of the board that's in this room. We also have another board member in this room. Dante, he's sitting right over there. He's also on the board. And this is Dan's, Dan is what we call a member of the freshman class. So here's Dan's class right here. And you know, it's about the nun nuns. I'm sorry? The nun nuns. So this is the new group here. They're the dad and the boy. They're Dan and Dan. And then, of course, the next class. And you can see our board are members of university people, teachers, as well as people who work. It's a pop school, working pop schools in many, in school, K-12 school districts in many ways. And then our senior class. You can see those members as well. And of course, you know, if you go up one more, you can see my goal is to get back to that week. So that's what my goal is to get back. I've had people say to me, you don't look like a kid. I'm like, okay, thank you. All right. But Matt Arson, Ken Gray, who's our executive director, did it myself. So this is the board here. But also, if you're an institute member or become an institute member very soon, which I hope, you get a chance to vote on the incoming board. And this might be my first time to introduce you to a slate of candidates. A slate of candidates, if you can go to the 2017 board of directors election. And if you can scroll down a little bit. So here's our slate of candidates. Their profiles will be up at the end of this month until, so somewhere at the end of this month. So we'll have, you get to vote on one person to represent the West Virginia. And you can see our two candidates. And you'll have three people who will be elected as directors at large. And so I would invite you to come back a little later. Probably at the end of this month, or the end of August, you want to read more about who these people are and, or, you know, follow them on Twitter. You might learn a lot as well about who they are and who could be your new representative for the 2017 board of directors. So let's get into the actual task force. So the high school task force was charged. It is the charge of the high school task force. I'm going to let you, I'm going to give you 38 seconds to read this. 38 seconds. Ready? Second go. So the high school task force is the task force. One of these is the task force with the CTM. That is looking at somebody, trying to identify somebody who issues a range of problems in high school mathematics. Not only trying to identify those things, but also come up with, a set of recommendation to address those challenges. Fortunately, Gail is on that task force. So we get to the Q&A part of this. I'm sure Gail may have answered some questions as well regarding the task force. So the task force came out of the work if you go to the next slide. So it came out of one of Matt Larson's or current president, his president's message. And in that president's message, he had this working title. Pathway through high school mathematics, building focus and coherence. And part of that was to address the purpose of high school mathematics. I was with a group earlier, I asked them, what's the goal of high school mathematics? And so, there was an interesting conversation that came out of that. And I think that's a very interesting thought process. So what is the goal of high school? Good, you have a show apartment. I'm going to turn to the show apartment. One person is going to be a talker. One person is going to be the listener. The talker, you're going to talk for one minute. And the listener, you're going to listen for one minute. All right? And I just want you to talk about what do you think, what in your mind was the goal of high school mathematics? Ready? You got a show apartment? You got a show apartment? Ready? You got a talker, talk. Ready? The listener can come to talk if he comes to listen. Ready? You said talk. And certainly we can share and in the interest of time, I just wanted to give a think about that because this is part of the work that we're talking about the purpose of high school mathematics. They're going to be talking about pathways, you know, math curricula pathways. And that task was we'll bring forth a set of recommendations or a document and you get a chance to respond to that document and provide feedback to the task force and provide feedback to the council. And then they get to work tomorrow. And so one way I'm going to invite you when the initial document is made public, please provide feedback. Because, you know, you know, this work gets better as more people are involved. And so I'm inviting you to come involved, provide feedback to high school math forces once they're done with it. It's made public. And I'll talk about the timeline a little bit later in terms of what I can move forward now with the documents. Let's get open and remind me what's the timeline and then they will be able to get into law. In the law? In the late fall. Alright, in the late fall. Let's come to the next slide. So, as a part of the high school task force, the institution has refrained access and equity and refrained access and equity include and empower. And when you think about empowering, so this is interesting to me and I'll be talking a little bit about this on Wednesday. Identity, agency, and social justice. And so this is what when we talk about empowerment, this is how the council is talking about empowerment around those three ideas. Identity, agency, and social justice. So part of the high school task force is really to think about you know, the math curriculum high school math curriculum pathway as it relates to these constructs of identity, agency, and social justice. The Audition Board has modified the submission statement to be more than just access and equity. And so you'll see Matt and others and myself and other board members say access, equity, and empowerment. So no longer is it just access and equity. It is access and equity and empowerment to bring this idea of identity, to bring this idea of equity. And so when I say identity is you know, how we identify ourselves, others identify especially not completely in our identity but math, math, as doers of mathematics. And agency is nothing more than not over simple violence. It's our identity and action. And I'll unpack that idea a little bit more on Wednesday. And so it is how do we develop a high school agency? Or what have we created structures for children, for students, for teachers that have a high sense of ages and what are those constructs that are in play with a high sense of agency to occur? Let's go to Vanessa. As a part of that effort of equity, access and equity and empowerment Institution has been involved with other organizations in CSM, AMGE, Women in Mathematics, CMC, Bannaker, ASGEN and TOTUS involved in a collective action to develop awareness on equity and social justice. And has anybody been involved in this work? So let me tell you a little bit more on this. So there are a couple things going on. So if you had that opportunity to read NCSM's position statement on social justice and math matters, I'm going to invite you to do that. Because I think that will help bring some of the work that's going on here. These organizations come together collectively. It's every two or three months. There's a common read. One in the first month was the NCSM position statement. The other was Danny Martin's book and Julia Gehrig's book. I'm going to read Julia Gehrig's book on identity in mathematics. And there have been discussions around. And so really kind of book discussions and action types of things. And some collaboration among organizations around working together around these issues. It's awareness raising. It is awareness raising. So if you are interested in what does social justice look like. In terms of teaching, in terms of curriculum and things of that nature. I invite you to participate. If you're an NCSM member, if you kind of for me, I can seem like I get them all the time, but these emails with participating in NCSM events and this is one of those opportunities. So, the task force members I think can bring the chair and you should say something. So now now a lot of committees man. They are high school math teachers, high school supervisors and mathematicians and maths educators. And on the next slide shows the force slave of the task force members. Some of these names will look familiar to you. So it's a pretty diverse group of people, highly respected group of people that I think will bring some great recommendations. And so part of the goal is of this high school task force to produce documents similar to principles to action. Assuming that many of us are familiar with principles to actions. I have a couple of videos just in case and I invite you to have a read from some of the actions and go ahead and grab them. Take a look at the document. So it should look very familiar in terms of if you want a kind of basic validity in terms of size. I think that nature should look like that. It's a plan called follow up publications very similar to all of the publications that's come out of principles to actions. And then support document very similar to the principle of action toolkit, which I'll share a little bit later, and of course institutes and things of that sort. Institution was going full force on this idea of the hygiene on pathways and on the high school mathematics and what it should look like. Because I've heard in this meeting discussions around pipeline discussions around participation discussions around access and this document is going to hopefully express much of those issues. At least it will provide framework to begin some discussions. Particularly for those of you who work with administrators who made these guidance sources of support, this document should provide that guidance and support. So timeline so this is the timeline of when the group met to the first meeting they met in December, they had a group meeting. There should be a public review of the first document in fall of 2017. Late fall, through late fall you have the opportunity to give feedback. And at the DC meeting is when the actual document should be available. So DC meeting should be an exciting meeting around the work of high school task force. So you can get involved, as I mentioned before. I skipped over. So some ideas that are consideration for the document. The purpose the purpose of high school mathematics or the high school mathematics for you know, some ideas about coherence, ideas about identity and agency. Some of those issues around barriers in high school mathematics come up. The expectations for your mathematics. The expectations of four years of mathematics. So the essential standards of high school math and of course issues around path and different pathways. And so those are some of the ideas that are under consideration in this document. So what can you do? Provide feedback. You know, when I'm fixing this over we can provide feedback, provide feedback and begin to think about the essential standards in various pathways that might be implemented. I assume that many of you will have to have some of those thinking about these ideas, but really more feedback and feedback that kind of as I say in my students just feedback is not enough. It's the kind of feedback that moves the learning it's the kind of feedback that moves the learning focus or moves the issues forward. So there are other ways and so I'm going to step away from high school textbooks a little bit and talk about other ways that you can get involved. And so it's a kind of standing committees and you can click on standing committees for me. We appreciate that. And so you can get involved in different standing committees. Let's see where did it go. So one of my goals is to impress and I get 20 people on these committees. And if you're interested in getting involved committees so we have different kinds of committees. Of course we have our germs Jeremy MT Chris is on MT let's see who else is I'm trying to remember anybody else on me and other institution committees in here to have. Brian don't get Brian Brian so Brian's also the chair of the San Diego annual meeting so Brian's going to put on a great annual meeting in San Diego. And Monica do you have a final meeting? CRC CRC. So how can you get involved with standing committees? One of the things I would invite you to. So if we could just click on anyone click on Monica's committee here we go. So each committee has a charge and this will help you if you're interested in serving on a committee or dominating someone for a committee. Let's take a look at the charge see if your expertise your ideas your resources that you bring or have fits with some of the charges of committees you can see the members of this of CRC and the different members of the committee I'm fine I don't have a baby yet I don't have a baby yet I'll figure that out I'll figure that out I'll figure that out So I would invite you to take a look at different standing committees look at the charge see if it fits with your knowledge of resources that you take and if you're interested then you can shoot me an email again I'm interested in bringing more diverse thinking to the council and there's something that certainly in order for that to happen there's something that I have to consider I have to consider geographical balance I can't have everybody I have to consider I have to consider know the geographical balance also work position balance I can't have all university people all teachers there has to be some balance there as well as grace and gender some balance there as well and so there's committee and you weren't appointed you know just keep sending me an email and could like to do those for the next two years and have a conversation with me there's been at least two people who have conversation with me since I've been here I'm open to those conversations as well because I would be happy to know what kind of resources folks bring and how you might want to get involved if you shoot me an email I would prefer that you don't just shoot me an email I would love to be on CRC I would love to be on CRC CRC you might want to say how do we match up to the Charter the committee, what resources you bring experience that you bring those kinds of things and I say that because let's just say someone shoots me an email I don't want to swear on JRME but if you've never reviewed for JRME it would be hard for me to appoint you to JRME if you've never reviewed for NT then it would be hard for me to appoint you to JRME so just kind of think about those things so one of the first entry points might be is to send me an email how do I become a reviewer for JRME or how do I become a reviewer for NT rather than you can serve a council in that way as well and then as you gain experience then you can move into a committee so just experience this as well and if the same thing can happen you know I'm going to use Brian's example but I'm just going to speculate what's happening Brian probably served on a regional committee then he probably served on some other committee and then he's gotten appointed to service chair of program so he sent someone to work before he was on the chair so some of my leg work comes into play as well so I invite you to go to NTGM website look at the different standing committees and just see where you might go the one one that it's not a bit for to accept it a few people in here will be nominations and elections right now unless you've had a significant experience or have been appointed let's go back to the PT so I think I've said all of those things there my e-mail is www.bargoberry-virginia.edu please if you could send to me my Virginia e-mail I don't like that at all I prefer that let's go to the next one so let's look at a couple of resources at the NTGM bags as well so if you go to the NTGM homepage you'll see all of the stuff at the beginning I just want to talk about a couple of things if you click on classroom resources you can see different resources that are available to teachers you got the arts which is activities with bigger coherence if you click on that just click on that just scroll down a little bit you'll find different activities just click on one of those activities Barbie, Bungie Clark I'm interested so you can see kind of a lesson plan type of format some access to resources with categories you can see it has a kind of lesson plan built in terms of doing activity the intention of the arts is to provide a model for activities that have greater coherence coherence coherence in terms of certainly if we're not talking about curricula we get a lot of coherence but coherence within a series of three to four lessons and these activities should be like three to four lessons when you think about the art so that's the resource if we go back to that there are other resources you'll find and we want just click on classroom resources again so you'll find all of the kind of other resources, illuminations anybody I'm assuming you may have used some of the illuminations resources, illumination is one thing the institute is going the other thing that's exciting is the math form the math form as well so that is an exciting resource as well the institute and the math forms come together and the math resources are available to our members as well there is a resource, let's go back to the top there lesson so one of my roles as institute president and president elect is it's being happy for you and for your local beliefs and so one of the things and so I'll give you an example I had a local affiliate that they were having issues around this idea of homework where they had this policy about no homework and at the district level district level policy no homework and so the local affiliate got in contact with us and asked this question so what's the institute position on homework and what does the research say about homework and things of that sort fortunately that wasn't one of the easier ones compared to the fossil because we actually had a position paper on homework we also had some advocacy work around homework so if you go to research and advocacy you can go to research brief and clips and this should be so you can see some of the research briefs the institute had put forward the benefits of discussion the benefit of formative assessment and the benefit of formative assessment was really good one it definitely worked out if you're familiar with development work at least the expert formative assessment there should be a research brief on homework somewhere down here there we go homework history, what research says but homework those kinds of things and so those kinds of things and we also have some of our our policy statements around these issues as well and so if you ever had a question you can't email myself you can't email Matt and say you know our division is thinking about this and that president Vincent Campbell has had an advocacy position to support our members you know what are some of the resources out there if we can get our hands on them share them with you if not we may be able to get our hands on the expert who may be able to help us help you and the last thing you want to talk about well one of the things I want to talk about is you can go to conferences and professional development and if you go to professional development resources so and let's just go, so I want to share with you the profession of development I don't know if you're familiar with the principal's actions toolkit and if you click on principal's actions toolkit but this is one I'm excited about so for those of you who are teacher leaders and you want to work with maybe your grade level team or a group of teachers in your school division in principal's actions we had the effective teaching practices and you can see the effective teaching practices across the top it's that right there, thank you and so you see the ordinary and if you go down let's just go down to high school and so for example if you click on S patterns and all of them are set up very similar in this way you can see there are videos there's some of the classroom videos for each of those and there are a few of them where there are cases there are case studies where you read them the nice thing is in this toolkit there's PowerPoint slides there so if you click on a slide there's a set of PowerPoints that you can then go in and edit and pick to your needs there's transcripts of video clips there's all the resources for you to just kind of pick up and do a pd form and that was the intention of this that was the intention of this work for Toolkit this still is under construction because I have one I have not finished yet so I know it's still under construction but you can get a sense of the resources for U.S. teacher leaders for U.S. teachers just kind of one of and sometimes there are videos clips in different ways like this stuff I use for access and equity although this material is about supporting productive struggle I use it for access and equity and talk about positionality how to teach a position to students in mathematics and not only positionality from a position of agency and identity in agency but also positionality in terms of proximity let's go back up to the top grants and awards and there are travel grants grant opportunities to come to the annual meeting and other special opportunities as well I'm going to stop there and invite you to ask questions and if there's something that you want to ask me about that maybe I can point toward too long going to the NCCM website Ms. Mayer Will you please explain to the group why you use the term black voice Oh so my research I use the term black voice I used to use in my I used to use African American and I used to use an African I used to use the term males but now I use the term black voice because I'm intentional the term boy impart vulnerability it imparts someone in need of support it puts black boys in the developmental space and when I'm right about middle school boys I want them to be perceived in the developmental space I do get pushed back on using the term black and boy together because of the historical connotations that are associated with them but I use intentionally to say well black boys vulnerability in the need of support in the need of mentoring and this is developed only appropriate and all the time when you're looking at public context black boys are often perceived to be older than what the actions are and I talked about this with the case of Tamir Rice in 2012 so we perceived as being much older than we 12 years old so I talked about that in my writing and I often raise a question about does it happen in schools that our black boys not put in their developmental space when they behave in a certain way because they're still children and we have to treat them as children and if you look at the the research I'm convinced that they're being treated as children and we have a second question any other question just there my name is David Martin I work in Michigan thank you Monica and our school is a predominantly white community we have a subset of students who are African-American and we struggle with them as being a little underrepresented in some of your more rigorous math what is the one piece of advice that you could give me to take back to my district to say here's one way we could there's one thing we can do right now here's one thing we can do just to kind of get the ball rolling so I can give you one piece of advice I think there are systems of things that can be done I would argue that my community problem is not that much different from your community in terms of demographics my community is changing and in fact the Latinx students are proportionally there are more Latinx students in our classes and I use Latinx as a part to I would say this can we get the end of perspective on 2018 humanizing Latinx in terms of why Latinx so one of the things that we did we tried to create a cohort of boys to get into Mesa one of the things that probably one of the issues that we ran into was that we ran into a teacher population that was not very this cohort of boys so we had some training on teachers in terms of people use the term culturally relevant, culturally responsive and I like to I like to refer to just kind of thinking about issues of how do we understand the resources that children bring from communities that are different from their teachers and once we understand those resources then how do we take advantage of those resources so one of the things we had to do was get the teachers to know the resources that these kids bring and so what we did with some of our teachers we did we did community business and some of the things you probably can guess and probably some of you probably would do but we did unpack that in such a way that I'm sitting in a space where I'm talking to a white woman about black communities and in my contact that was the situation and just my role was I was able to serve as a critical friend for some of the teachers not even an example of one teacher she came to me and said what's the deal with the heritage and that's how she said and it was genuine because she wouldn't know what's the heritage and she she didn't have anybody to ask about the black community and their hate and so that was the resource I started to remember and talk about why her is important and to show a product about her resources and she did she ask some questions that you know that if we weren't friends that could be perceived differently how about black kids who laugh and she asked and I appreciated that and so for me I served as a resource in a role where she can be as vulnerable that she wanted to be and as honest as she could be and I can be as honest as I could be with her and we were cool with that I mean so one of the things when I said I don't know it is that conversation that kind of worked down barriers it is that conversation where we began to look at the resources and so and I said that because she stuck on the loudness of the talk and not the talk itself she stuck on I used to term you stuck on the swag and not the the debt and you know those kinds of things and so perhaps it may be someone who's vulnerable enough to have this kind of conversation I wish I could say more but I think there are a lot of things that we put in place to have to create these things you know and so one I often get asked this question so what's that got to do with magic in the same way that these kids are not getting access to the mathematics and it has everything to do with magic in terms of participation you know so I often say good to them how to create opportunities so if we think of some of my ways they talk if we think of participation from a child's perspective as a risk-taking event so they're here to have shared thinking those are the kinds of things that we want to have in the math class we want to share their thinking things like this if you think of participation as a risk-taking event what are the structures in place that kids are willing to take a risk in your classroom and if you can't think of any structures that are in place that you have in place right now where kids are willing to take a risk then that's something that we need to go back and discuss in the best case so how do we create high participation and low risk so that's my top one I'll talk about that and we'll talk about how we do that so my math class I always say most students don't want to think that we say in terms of participation questions, comments or compliments everybody has either a question or a compliment or you can offer a compliment questions, comments, or compliments how do you get interested in mathematics so I always say I was a good master in math when I say good good to find in a very traditional application table for everyone else like stars, or local signs the area, just like the other I had that kind of application experience I told you earlier how I came into back teaching so my first undergrad was in civil engineering I worked as a civil engineer for eight months and the reason why I needed a job it made it make contextual factors I worked on a project for the Virginia Department of Transportation where I was a project I was a project director of a project manager but there were men who worked with me on that project who were old enough to be my father and my grandfather but I was a supervisor I was 22 years old with no leadership skills the only difference between them and me were there a lot of differences between them and me but I was a boss and didn't learn that difference is what I had agreed to everything much more than what I agreed had to offer the benefit of experience some of them had more experience in the job than I've been living I've been living at the time but I was their boss and now that I'm older and can reflect on it I would have probably treated me the way I was treated because I was a 22 year old trying to act like a boss so I ended up going back and I put the job on April I remember it was on April I remember all the projects of that I went back to my undergraduate institution and said okay what brief can I get down on with all these courses and agree with school education with the focus on math and science I'm like cool I can do that and I did that I would have never loved teaching had I not I loved teaching that much I still do I love teaching my math courses I love teaching some program that I teach except for this one the first time I wasn't able to do could have gotten a job but um I entered so I mean so I have a I don't know if I say I love math and that's hard to say in this room and kind of and I say I don't I love math because now I'm in this space but I'm critical and I'm in this social anthropological space and I think about what math can can I do how math has been used to injure people and am I a part of the system that injures people I hope I'm not and I'm trying to dismantle that but math has been used to injure people I don't want to be a part of the system I thought we were going to talk more in detail but I wonder Any other questions? Any other questions? Comments? Compliments? Who wants rather to elaborate on math than injuring people? So they want to use this term to be about you know and I think of injuring a system I think about kids who are not kids so there's structural and then there's the content of math so every kid that has to kind of just I'm sure they have those kinds of moments they have to be repetitive the same experience over and over and over and over and I think about how some school divisions we have a level of school division that has output 1a output 1b output 1ab output 1abc I mean we need to take out three years to take out but I do think about how math doesn't need to be kids applying for some day experiences and structures and policies for that you know so I mean I just think about structural institutional stuff that I couldn't play I mean I think about I should not have gotten to raise if you're going to use my GRE scores that should not have been me and luckily I have some plays for me my performance you know so using my GRE scores my performance my GRE scores didn't represent what I was capable of and I think how testing has not been used to injure kids in the way and where I am it's not the math it's what we do with math I interpret the results I just add one little incident that that I've had a lot of the colleagues I work with like to have their kids engage especially in elementary school in time tests for their times tables and that I've had discussions with people about what about the kids who's always last but I think you can do almost all of them perfectly but he only gets through the first half but he's got them all right yet he's being spotted out because he's not quite as fast so he's being fast so it's not the math it's okay to learn your times tables but it's perfectly okay to take a little bit longer to do them than to take someone else and sometimes we don't acknowledge that but also there's another another build it's just some note you know and so that's part my whole part as a teacher and as a mentor but I'm also it's also interesting how they get to sort of say age is to fill in that elephant I guess when you think about hidden figures and a lot of people have seen hidden figures and the feeling that people have about hidden figures and the nature and what's come out of it you know the thing I love about hidden figures you know that's my hometown I would be named in Virginia and I know this Catholic church and I know this Catholic and so and so you know it is funny but when I mentioned this Catholic I didn't know she did that she was just a church lady I mean we knew she worked at NASA we knew she worked there but we didn't know that she was this NASA but it's those stories that stayed hidden