[Music] you
so a while ago I was walking down the
so a while ago I was walking down the hallway at the Middle School where I
hallway at the Middle School where I
hallway at the Middle School where I work as a teacher and I was
work as a teacher and I was
work as a teacher and I was eavesdropping on a couple of grade eight
eavesdropping on a couple of grade eight
eavesdropping on a couple of grade eight boys I do have to tell you this is not
boys I do have to tell you this is not
boys I do have to tell you this is not always a wise thing to do I have often
always a wise thing to do I have often
always a wise thing to do I have often heard things I can never again I’m here
heard things I can never again I’m here
heard things I can never again I’m here but this day they were talking about a
but this day they were talking about a
but this day they were talking about a field trip one of them had just been on
field trip one of them had just been on
field trip one of them had just been on to the local college where he was
to the local college where he was
to the local college where he was learning all about the trades the
learning all about the trades the
learning all about the trades the different courses required there were
different courses required there were
different courses required there were trades people there for the kids to talk
trades people there for the kids to talk
trades people there for the kids to talk to those friends says to him hey man how
to those friends says to him hey man how
to those friends says to him hey man how was that trade thing you went to and the
was that trade thing you went to and the
was that trade thing you went to and the boy responded sounding totally depressed
boy responded sounding totally depressed
boy responded sounding totally depressed well I’ve always wanted to go into
well I’ve always wanted to go into
well I’ve always wanted to go into construction but I found out that you
construction but I found out that you
construction but I found out that you need math for all of the trades yes I’m
need math for all of the trades yes I’m
need math for all of the trades yes I’m gonna have to find something else to do
gonna have to find something else to do
gonna have to find something else to do it kills me to watch people give up on
it kills me to watch people give up on
it kills me to watch people give up on their dreams because of math I also have
their dreams because of math I also have
their dreams because of math I also have friends who didn’t pursue their dream
friends who didn’t pursue their dream
friends who didn’t pursue their dream jobs because they would have to take a
jobs because they would have to take a
jobs because they would have to take a math course as part of their degree and
math course as part of their degree and
math course as part of their degree and they truly believed they wouldn’t be
they truly believed they wouldn’t be
they truly believed they wouldn’t be able to pass that course because they
able to pass that course because they
able to pass that course because they don’t have a math brain and because they
don’t have a math brain and because they
don’t have a math brain and because they have so much math baggage from their
have so much math baggage from their
have so much math baggage from their youth I bet some of you have your own
youth I bet some of you have your own
youth I bet some of you have your own math baggage in this room who here would
math baggage in this room who here would
math baggage in this room who here would say that they’re not a math person maybe
say that they’re not a math person maybe
say that they’re not a math person maybe they don’t have a math brain right I am
they don’t have a math brain right I am
they don’t have a math brain right I am here to tell you this whole notion of a
here to tell you this whole notion of a
here to tell you this whole notion of a math brain is a big fat lie it doesn’t
math brain is a big fat lie it doesn’t
math brain is a big fat lie it doesn’t exist it’s a cultural assumption if I
exist it’s a cultural assumption if I
exist it’s a cultural assumption if I were in Asia right now and I asked that
were in Asia right now and I asked that
were in Asia right now and I asked that exact same question no one would be
exact same question no one would be
exact same question no one would be raising their hand because they assume
raising their hand because they assume
raising their hand because they assume everyone can learn math have you ever
everyone can learn math have you ever
everyone can learn math have you ever noticed in our society that no one says
noticed in our society that no one says
noticed in our society that no one says things like oh yeah I’m totally
things like oh yeah I’m totally
things like oh yeah I’m totally illiterate it’s never really understood
illiterate it’s never really understood
illiterate it’s never really understood reading and writing so we’re just not
reading and writing so we’re just not
reading and writing so we’re just not readers in our household but we have no
readers in our household but we have no
readers in our household but we have no problem saying oh yeah I can’t do math
problem saying oh yeah I can’t do math
problem saying oh yeah I can’t do math I’ve never understood math we’re just
I’ve never understood math we’re just
I’ve never understood math we’re just not math people in our household I’ve
not math people in our household I’ve
not math people in our household I’ve heard that hundreds of times so why is
heard that hundreds of times so why is
heard that hundreds of times so why is it totally socially acceptable in our
it totally socially acceptable in our
it totally socially acceptable in our culture to be in numerate to brag about
culture to be in numerate to brag about
culture to be in numerate to brag about it even but not to be a literate part of
it even but not to be a literate part of
it even but not to be a literate part of the problem is that we have some deeply
the problem is that we have some deeply
the problem is that we have some deeply embedded cultural math myths
embedded cultural math myths
embedded cultural math myths I’m here today to bust three of these
I’m here today to bust three of these
I’m here today to bust three of these damaging math myths myth of the math
damaging math myths myth of the math
damaging math myths myth of the math brain there’s only one right way to do a
brain there’s only one right way to do a
brain there’s only one right way to do a problem and that math is all about
problem and that math is all about
problem and that math is all about memorizing because math is too important
memorizing because math is too important
memorizing because math is too important to give up on as our world is becoming
to give up on as our world is becoming
to give up on as our world is becoming increasingly technological we all need
increasingly technological we all need
increasingly technological we all need to become increasingly mathematical and
to become increasingly mathematical and
to become increasingly mathematical and not just for jobs math is a basic life
not just for jobs math is a basic life
not just for jobs math is a basic life skill just like reading and writing and
skill just like reading and writing and
skill just like reading and writing and we use it all the time even if you’re
we use it all the time even if you’re
we use it all the time even if you’re not aware of it we use it for everything
not aware of it we use it for everything
not aware of it we use it for everything from managing our money programming our
from managing our money programming our
from managing our money programming our phones parallel parking
phones parallel parking
phones parallel parking so let’s bust some math myths myth
so let’s bust some math myths myth
so let’s bust some math myths myth number one the math brain hogwash
number one the math brain hogwash
number one the math brain hogwash humans this is just as true for females
humans this is just as true for females
humans this is just as true for females as it is for males are born perfectly
as it is for males are born perfectly
as it is for males are born perfectly capable of learning math to high levels
capable of learning math to high levels
capable of learning math to high levels we’re actually even born with some
we’re actually even born with some
we’re actually even born with some innate number sense the ability to
innate number sense the ability to
innate number sense the ability to understand quantity as well as basic
understand quantity as well as basic
understand quantity as well as basic adding and subtracting look at our
adding and subtracting look at our
adding and subtracting look at our history from our caveman days when we
history from our caveman days when we
history from our caveman days when we had to track the speeds of predators and
had to track the speeds of predators and
had to track the speeds of predators and prey the Egyptian pyramids
prey the Egyptian pyramids
prey the Egyptian pyramids the first navigators of the Seas the
the first navigators of the Seas the
the first navigators of the Seas the codebreakers during the war the
codebreakers during the war the
codebreakers during the war the modern-day computer math is always has
modern-day computer math is always has
modern-day computer math is always has been and always will be the driver of
been and always will be the driver of
been and always will be the driver of innovation but this belief we have that
innovation but this belief we have that
innovation but this belief we have that only some of us can learn it gets in the
only some of us can learn it gets in the
only some of us can learn it gets in the way of all of that there’s a researcher
way of all of that there’s a researcher
way of all of that there’s a researcher named dr. Carol Dweck who studied this
named dr. Carol Dweck who studied this
named dr. Carol Dweck who studied this this is what she has to say about it
this is what she has to say about it
this is what she has to say about it people either have a growth mindset or a
people either have a growth mindset or a
people either have a growth mindset or a fixed mindset if you have a growth
fixed mindset if you have a growth
fixed mindset if you have a growth mindset you believe you can learn
mindset you believe you can learn
mindset you believe you can learn anything you want to and that your
anything you want to and that your
anything you want to and that your attitude and your effort determine your
attitude and your effort determine your
attitude and your effort determine your success we more than any innate born
success we more than any innate born
success we more than any innate born ability that’s been scientifically
ability that’s been scientifically
ability that’s been scientifically proven to be true by the way if you have
proven to be true by the way if you have
proven to be true by the way if you have a fixed mindset you believe you’re just
a fixed mindset you believe you’re just
a fixed mindset you believe you’re just born good or bad at something these are
born good or bad at something these are
born good or bad at something these are the I’m not a math person people here’s
the I’m not a math person people here’s
the I’m not a math person people here’s the fascinating part neuro scientists
the fascinating part neuro scientists
the fascinating part neuro scientists have now discovered that just by having
have now discovered that just by having
have now discovered that just by having these mindsets actually changes the way
these mindsets actually changes the way
these mindsets actually changes the way our brain works physiologically so if
our brain works physiologically so if
our brain works physiologically so if you have a growth mindset you’re
you have a growth mindset you’re
you have a growth mindset you’re actually more able to learn more of your
actually more able to learn more of your
actually more able to learn more of your brain lights up when you make mistakes
brain lights up when you make mistakes
brain lights up when you make mistakes and you’re in that process of learning
and you’re in that process of learning
and you’re in that process of learning if you have a fixed mindset your brain
if you have a fixed mindset your brain
if you have a fixed mindset your brain is less active
is less active
is less active it’s less lit up and when you make
it’s less lit up and when you make
it’s less lit up and when you make mistakes you tend to just give up so
mistakes you tend to just give up so
mistakes you tend to just give up so just having this belief that you’re not
just having this belief that you’re not
just having this belief that you’re not a math person actually changes the way
a math person actually changes the way
a math person actually changes the way your brain works and the worst part is
your brain works and the worst part is
your brain works and the worst part is we unintentionally pass down these fixed
we unintentionally pass down these fixed
we unintentionally pass down these fixed mindsets to our kids when we say things
mindsets to our kids when we say things
mindsets to our kids when we say things like don’t worry I wasn’t good at math
like don’t worry I wasn’t good at math
like don’t worry I wasn’t good at math either myth number two there’s only one
either myth number two there’s only one
either myth number two there’s only one right way to solve a problem okay
right way to solve a problem okay
right way to solve a problem okay audience participation time I’m gonna
audience participation time I’m gonna
audience participation time I’m gonna give you a problem to solve
give you a problem to solve
give you a problem to solve don’t shout out the answer keeping their
don’t shout out the answer keeping their
don’t shout out the answer keeping their brain there you go
brain there you go
brain there you go five times fifteen all fit mentally Dada
five times fifteen all fit mentally Dada
five times fifteen all fit mentally Dada okay who did it this way the traditional
okay who did it this way the traditional
okay who did it this way the traditional way hands up hey maybe 20% of you what
way hands up hey maybe 20% of you what
way hands up hey maybe 20% of you what about this way anyone just count by 15s
about this way anyone just count by 15s
about this way anyone just count by 15s 15 30 45 great and what about this way
15 30 45 great and what about this way
15 30 45 great and what about this way Oh quite a few that’s my favorite way to
Oh quite a few that’s my favorite way to
Oh quite a few that’s my favorite way to anyone do it this way I’ll divide by 10
anyone do it this way I’ll divide by 10
anyone do it this way I’ll divide by 10 and cut in half whatever hand if you did
and cut in half whatever hand if you did
and cut in half whatever hand if you did it in totally different way than what I
it in totally different way than what I
it in totally different way than what I showed already right so whose ways the
showed already right so whose ways the
showed already right so whose ways the best way what is the right way to solve
best way what is the right way to solve
best way what is the right way to solve that problem all of them but I bet you
that problem all of them but I bet you
that problem all of them but I bet you didn’t learn that at school did you you
didn’t learn that at school did you you
didn’t learn that at school did you you probably learned one way and that’s
probably learned one way and that’s
probably learned one way and that’s where we go wrong as a society if we can
where we go wrong as a society if we can
where we go wrong as a society if we can teach math in different ways so that all
teach math in different ways so that all
teach math in different ways so that all students brains have a chance to make
students brains have a chance to make
students brains have a chance to make sense of it they will understand it they
sense of it they will understand it they
sense of it they will understand it they will retain it and they will like it i
will retain it and they will like it i
will retain it and they will like it i tutored a young man named Nathan a few
tutored a young man named Nathan a few
tutored a young man named Nathan a few years ago he was struggling through
years ago he was struggling through
years ago he was struggling through grade 9 math and I did a few weeks of
grade 9 math and I did a few weeks of
grade 9 math and I did a few weeks of summer tutoring with him and at the end
summer tutoring with him and at the end
summer tutoring with him and at the end of that he went on to successfully
of that he went on to successfully
of that he went on to successfully complete high school math early and took
complete high school math early and took
complete high school math early and took engineering at university those parents
engineering at university those parents
engineering at university those parents thought I was some sort of a
thought I was some sort of a
thought I was some sort of a Mathemagician it was a nice reputation
Mathemagician it was a nice reputation
Mathemagician it was a nice reputation there’s no magic behind what I was doing
there’s no magic behind what I was doing
there’s no magic behind what I was doing I do the same thing with him that I do
I do the same thing with him that I do
I do the same thing with him that I do with all the people I work with it
with all the people I work with it
with all the people I work with it unlocks their ability to be successful
unlocks their ability to be successful
unlocks their ability to be successful in math first I teach them they’re
in math first I teach them they’re
in math first I teach them they’re perfectly capable of learning it I
perfectly capable of learning it I
perfectly capable of learning it I basically help them to develop that
basically help them to develop that
basically help them to develop that growth mindset secondly I teach them as
growth mindset secondly I teach them as
growth mindset secondly I teach them as many different methods as needed for
many different methods as needed for
many different methods as needed for them to understand it
them to understand it
them to understand it all of our brains are different and
all of our brains are different and
all of our brains are different and unique why would we only teach it in one
unique why would we only teach it in one
unique why would we only teach it in one way myth number 3 math is all about
way myth number 3 math is all about
way myth number 3 math is all about memorizing rules and facts and following
memorizing rules and facts and following
memorizing rules and facts and following procedures it is exactly this way of
procedures it is exactly this way of
procedures it is exactly this way of teaching that has caused so much math
teaching that has caused so much math
teaching that has caused so much math baggage for so many people and we have
baggage for so many people and we have
baggage for so many people and we have over 30 years of research that tell us
over 30 years of research that tell us
over 30 years of research that tell us when we teach this way just procedurally
when we teach this way just procedurally
when we teach this way just procedurally it does not lead to better
it does not lead to better
it does not lead to better problem-solving skills and it does not
problem-solving skills and it does not
problem-solving skills and it does not lead to actually understanding the math
lead to actually understanding the math
lead to actually understanding the math so I ask what’s the point then nobody
so I ask what’s the point then nobody
so I ask what’s the point then nobody likes following a bunch of rules and
likes following a bunch of rules and
likes following a bunch of rules and rituals they’ve had no part in creating
rituals they’ve had no part in creating
rituals they’ve had no part in creating this is just as true for employees in a
this is just as true for employees in a
this is just as true for employees in a company as it is for kids being dragged
company as it is for kids being dragged
company as it is for kids being dragged to church on a Sunday for those days as
to church on a Sunday for those days as
to church on a Sunday for those days as it is for students in a math class what
it is for students in a math class what
it is for students in a math class what I see every single day as a result of
I see every single day as a result of
I see every single day as a result of kids who are taught procedurally is a
kids who are taught procedurally is a
kids who are taught procedurally is a complete lack of thinking that an eighth
complete lack of thinking that an eighth
complete lack of thinking that an eighth number since I was telling you about
number since I was telling you about
number since I was telling you about that we’re born with gets educated right
that we’re born with gets educated right
that we’re born with gets educated right out of them and they just become these
out of them and they just become these
out of them and they just become these mindless rule-followers often not
mindless rule-followers often not
mindless rule-followers often not following the right rules half of the
following the right rules half of the
following the right rules half of the grade eights at my school get this
grade eights at my school get this
grade eights at my school get this question wrong every year even though
question wrong every year even though
question wrong every year even though it’s a grade four question why they were
it’s a grade four question why they were
it’s a grade four question why they were taught to light up the decimals notice
taught to light up the decimals notice
taught to light up the decimals notice the three has no decimal they have no
the three has no decimal they have no
the three has no decimal they have no idea what to do with it that’s all that
idea what to do with it that’s all that
idea what to do with it that’s all that here’s another one they think 235
here’s another one they think 235
here’s another one they think 235 thousands is bigger than 7 tenths
thousands is bigger than 7 tenths
thousands is bigger than 7 tenths because it has more digits they’ve taken
because it has more digits they’ve taken
because it has more digits they’ve taken a whole number rule and applied it to
a whole number rule and applied it to
a whole number rule and applied it to decimals where it doesn’t belong and
decimals where it doesn’t belong and
decimals where it doesn’t belong and this one really drives me nuts uh when I
this one really drives me nuts uh when I
this one really drives me nuts uh when I ask them how do you get positive 9 when
ask them how do you get positive 9 when
ask them how do you get positive 9 when you add a negative 4 and a negative 5
you add a negative 4 and a negative 5
you add a negative 4 and a negative 5 they always respond the same way two
they always respond the same way two
they always respond the same way two negatives make a positive
negatives make a positive
negatives make a positive not always folks I literally have
not always folks I literally have
not always folks I literally have hundreds of these I could do this all
hundreds of these I could do this all
hundreds of these I could do this all day long I call these rules gone wrong
day long I call these rules gone wrong
day long I call these rules gone wrong there are over 500 rules in K to 12 math
there are over 500 rules in K to 12 math
there are over 500 rules in K to 12 math is it any wonder why kids get them all
is it any wonder why kids get them all
is it any wonder why kids get them all mixed up Tim it rules gone wrong and
mixed up Tim it rules gone wrong and
mixed up Tim it rules gone wrong and they just give up altogether eventually
they just give up altogether eventually
they just give up altogether eventually but when we teach math in a way that
but when we teach math in a way that
but when we teach math in a way that helps them to understand it
helps them to understand it
helps them to understand it use visuals we dig a little deeper
use visuals we dig a little deeper
use visuals we dig a little deeper amazing things happen like it did for
amazing things happen like it did for
amazing things happen like it did for Julie
Julie
Julie Julie’s a teacher that I mentored
Julie’s a teacher that I mentored
Julie’s a teacher that I mentored recently and I’m sharing her story with
recently and I’m sharing her story with
recently and I’m sharing her story with you today not because it’s exceptional
you today not because it’s exceptional
you today not because it’s exceptional or rare but because it’s actually the
or rare but because it’s actually the
or rare but because it’s actually the most common story I hear but Julie was
most common story I hear but Julie was
most common story I hear but Julie was really good at math in elementary school
really good at math in elementary school
really good at math in elementary school she was a great memorizer she followed
she was a great memorizer she followed
she was a great memorizer she followed the rules she felt very successful
the rules she felt very successful
the rules she felt very successful completing worksheet after worksheet
completing worksheet after worksheet
completing worksheet after worksheet unfortunately she didn’t actually
unfortunately she didn’t actually
unfortunately she didn’t actually understand any of the math she was doing
understand any of the math she was doing
understand any of the math she was doing so by the time she got to grade 11
so by the time she got to grade 11
so by the time she got to grade 11 she hit what’s no one is the math wall
she hit what’s no one is the math wall
she hit what’s no one is the math wall the painful hit she went from getting
the painful hit she went from getting
the painful hit she went from getting aids to getting C’s and even though she
aids to getting C’s and even though she
aids to getting C’s and even though she had a tutor and worked hard every night
had a tutor and worked hard every night
had a tutor and worked hard every night she barely squeaked by and by the end of
she barely squeaked by and by the end of
she barely squeaked by and by the end of it she hated math she was determined she
it she hated math she was determined she
it she hated math she was determined she was not a math person didn’t have
was not a math person didn’t have
was not a math person didn’t have anything more to do with it really
anything more to do with it really
anything more to do with it really becomes a teacher a languages teacher
becomes a teacher a languages teacher
becomes a teacher a languages teacher now fast forward 15 years she’s working
now fast forward 15 years she’s working
now fast forward 15 years she’s working in a middle school and she’s in a
in a middle school and she’s in a
in a middle school and she’s in a position where she has to teach math to
position where she has to teach math to
position where she has to teach math to her grade seven and eight class G is
her grade seven and eight class G is
her grade seven and eight class G is panicking she’s thinking how am I
panicking she’s thinking how am I
panicking she’s thinking how am I supposed to teach math I hate math I
supposed to teach math I hate math I
supposed to teach math I hate math I can’t even do math I haven’t done it
can’t even do math I haven’t done it
can’t even do math I haven’t done it since I was in grade 11 one thing she
since I was in grade 11 one thing she
since I was in grade 11 one thing she knows for sure she is not going to teach
knows for sure she is not going to teach
knows for sure she is not going to teach it the same way she was taught because
it the same way she was taught because
it the same way she was taught because what a disaster that was that’s where I
what a disaster that was that’s where I
what a disaster that was that’s where I come in
come in
come in my job is to help mentor teachers and
my job is to help mentor teachers and
my job is to help mentor teachers and making this shift from teaching
making this shift from teaching
making this shift from teaching procedurally the way we were all taught
procedurally the way we were all taught
procedurally the way we were all taught the teaching Y those procedures actually
the teaching Y those procedures actually
the teaching Y those procedures actually work the Julie starts by watching the
work the Julie starts by watching the
work the Julie starts by watching the videos I produce on educating now
videos I produce on educating now
videos I produce on educating now learning why the math works and how to
learning why the math works and how to
learning why the math works and how to use visuals to dig a little deeper then
use visuals to dig a little deeper then
use visuals to dig a little deeper then I come in and modeled with some lessons
I come in and modeled with some lessons
I come in and modeled with some lessons for her in our class I love this part
for her in our class I love this part
for her in our class I love this part because what I saw was that Julie’s
because what I saw was that Julie’s
because what I saw was that Julie’s journey so closely mirrored my own as
journey so closely mirrored my own as
journey so closely mirrored my own as well as so many other teachers that I’ve
well as so many other teachers that I’ve
well as so many other teachers that I’ve worked with over the past ten years
worked with over the past ten years
worked with over the past ten years Julie saw that when we use visuals and
Julie saw that when we use visuals and
Julie saw that when we use visuals and we focus on why the math works it leads
we focus on why the math works it leads
we focus on why the math works it leads to a deeper understanding like this
to a deeper understanding like this
to a deeper understanding like this simple example Y 7/10 is greater than
simple example Y 7/10 is greater than
simple example Y 7/10 is greater than 2700 even though it has less digits at
2700 even though it has less digits at
2700 even though it has less digits at the end of lessons her whole face would
the end of lessons her whole face would
the end of lessons her whole face would light up she’d be like this is so cool
light up she’d be like this is so cool
light up she’d be like this is so cool I love this I even caught her nudging
I love this I even caught her nudging
I love this I even caught her nudging students sometimes going did you know
students sometimes going did you know
students sometimes going did you know that’s why we did that
for the first time in her life she
for the first time in her life she actually understood all of those
actually understood all of those
actually understood all of those procedures she had so diligently
procedures she had so diligently
procedures she had so diligently memorized in her youth and she saw the
memorized in her youth and she saw the
memorized in her youth and she saw the beauty in math she realized it was
beauty in math she realized it was
beauty in math she realized it was actually a web of connections and
actually a web of connections and
actually a web of connections and relationships and that it actually did
relationships and that it actually did
relationships and that it actually did make sense and that it was relevant
make sense and that it was relevant
make sense and that it was relevant I found it useful in her own life she
I found it useful in her own life she
I found it useful in her own life she was able to understand her finances
was able to understand her finances
was able to understand her finances better and she could do things like
better and she could do things like
better and she could do things like mentally calculate percentages to the
mentally calculate percentages to the
mentally calculate percentages to the shock of her husband julie was so
shock of her husband julie was so
shock of her husband julie was so inspired by her newfound love for math
inspired by her newfound love for math
inspired by her newfound love for math she wanted to share it with everybody so
she wanted to share it with everybody so
she wanted to share it with everybody so she did friends family she often did
she did friends family she often did
she did friends family she often did this with her dinner party she told me
this with her dinner party she told me
this with her dinner party she told me didn’t always go over as well as she
didn’t always go over as well as she
didn’t always go over as well as she hoped I can only imagine what Enterprise
hoped I can only imagine what Enterprise
hoped I can only imagine what Enterprise with me are like it’s a lot of fun facts
with me are like it’s a lot of fun facts
with me are like it’s a lot of fun facts I snuck in a little for Smith there I
I snuck in a little for Smith there I
I snuck in a little for Smith there I don’t know if you noticed a lot of
don’t know if you noticed a lot of
don’t know if you noticed a lot of people think that if you weren’t good at
people think that if you weren’t good at
people think that if you weren’t good at math by high school that it was game
math by high school that it was game
math by high school that it was game over I have seen hundreds of adults
over I have seen hundreds of adults
over I have seen hundreds of adults learn math anew this way features
learn math anew this way features
learn math anew this way features educational assistance parents never too
educational assistance parents never too
educational assistance parents never too late when we shatter these myths and we
late when we shatter these myths and we
late when we shatter these myths and we help people to believe and to see that
help people to believe and to see that
help people to believe and to see that they can learn math and we teach
they can learn math and we teach
they can learn math and we teach different methods so everyone has a
different methods so everyone has a
different methods so everyone has a chance to understand it and we focus on
chance to understand it and we focus on
chance to understand it and we focus on actually understanding what it means it
actually understanding what it means it
actually understanding what it means it is transformative it transforms
is transformative it transforms
is transformative it transforms struggling learners into high achievers
struggling learners into high achievers
struggling learners into high achievers and math phobics into passionate math
and math phobics into passionate math
and math phobics into passionate math teachers at the end of the school year
teachers at the end of the school year
teachers at the end of the school year Julie was given a choice for the
Julie was given a choice for the
Julie was given a choice for the following year she could either return
following year she could either return
following year she could either return to teaching her beloved languages or she
to teaching her beloved languages or she
to teaching her beloved languages or she could continue teaching math he chose
could continue teaching math he chose
could continue teaching math he chose math thank you
math thank you
math thank you [Applause]
”
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