A new puzzle to consider

Recently, a friend introduced me to this game/puzzle, and I wanted to be sure to share it with you.  It might be a great thing to use your PTO money or ask a generous parent to pick up for the class.

The only problem I really have with this game is its name: Genius Star.  I hate for that to cause students to believe they aren't capable of solving it, or vice-versa, that if they are able to solve it, it makes them a genius! 

This puzzle explores spatial relationships which for so many of our students can be a challenge.  It also offers students the opportunity to distinguish pieces they should prioritize as well as a trial in perseverance!

Here's how it works:

Roll the die that come with the game:

Lay the little white triangles onto the corresponding triangles on the board:

Now, I usually solve these on my own, and I don't recommend that it becomes a racing game, but students then take the 11 game pieces and place them on the board to cover in the star.

Students can compare their solutions to see what they did the same or different.

Students can also reflect on what made the puzzle challenging or easy. 

The box comes with two black trays to solve the puzzle on, but you could maybe get more than one game so that more students could work to solve. I find it quite fun, and it highlights the spatial skills of math.  The company makes other similar games that will show up when you follow the above link to this game.

Students can solve the puzzle in pairs and discuss their findings, they can investigate the dice and the regions of the board that each one covers, they could create their own puzzle numbers that they think are unsolvable and ask classmates to prove them wrong, they could create fractional questions about the puzzle or its pieces, or you could use two solutions for the same numbers as a same/different discussion. It seems to me like there are a lot of ways that this little puzzle could be used!

Let me know in the comments if you have found or find other ways to use this puzzle in the classroom!

The Value of Routines

Classrooms with strong routines reap many benefits.  This has become very evident this year as i have seen so many more classrooms begin math instruction each day with a routine.

In this year of continued chaos caused by the pandemic, teachers are finding that through routines, they can reinforce and review skills from previous grades.  They are also able to use routines to preview skills that might not be coming until later in the year.  So many free, well-designed routines are out there for teachers to use that it is easier than ever to find one that meets our students' needs.

Low-floor, high-ceiling routines are wonderful for engaging all students, and they usually involve a visual that helps students to all be able to "step-in" to the learning.  Favorite examples of these types of routines include Which One Doesn't Belong and Same/Different.  Teachers and students alike enjoy these routines because there are so many possibilities within one routine as they allow students to make sense of the problems in ways that make sense to them.

Many of the routines from Steve Wyborney are also loved by teachers and students.  These routines contain visuals, offer great exposure to vocabulary, and build number sense.  Teachers love them because they are professionally made and easy to use, and students love them because they are fun!  

Of course, Number Talks also are a routine that helps to build student discourse and fluency.  Using the book as a guide for these helps students to develop and use strategies when they are ready.  Doing Number Talks regularly has been shown to grow student fluency and flexibility in computation.

As students become more familiar with routines, there are many ways teachers can tweak the format.  For example, they might decide to have students create their own following a favorite routine.  (Creating your own Which One Doesn't Belong isn't as easy it might seem.)  Students can create these routines and share them with other classrooms besides their own giving them a larger audience for their work.  Teachers might also use routines as a daily warmup such as revealing one clue a day to an Estimystery and then discussing the students' thinking at the end of the week.  I've even seen teacher print out images from routines and have students discuss them as they wait outside of a special class like PE or music.  A routine image might be part of a weekly newsletter so that families can discuss it together.   There are many ways that these routines can be used throughout a day's learning in addition to a warmup for math block.

All of these math class routines help to build a strong classroom culture of open, flexible thinking.  They also strengthen students' number sense and confidence while expanding their math vocabulary.  Teachers gain better insight to student development and can use these routines to help determine what next steps to take instructionally. They see quickly how students grow through the use of routines that meet their student needs; the routines may change from year to year.  

Math routines help us to build mathematicians whose confidence help them to take on the math practice standards as part of who they are. 

Best Practices: Where can you grow?

 It has been a crazy, stressful year.  The good news is that the end is in sight for this school year.  And, while we may still live with some restrictions when our new year arrives next fall, we anticipate that many things will return to a more typical format for instruction.

So--let's look with next year in sight.  I know your summer is looking promising.  You can't wait to just relax and enjoy all that the world has to offer without the weight of instruction on your mind.  However--I imagine, like me, you find it difficult to totally turn off school.  Here are some things you might consider looking into to grow as a math teacher for next year.  Think about these best practices.  Which ones seem reasonable for you as you continue on your math journey?  You might choose two; you might choose seven.  Do what works for you.

Daily Routines:  Using the beginning moments of your workshop to get everyone thinking around an interesting problem is a great way to get the juices flowing!  I would definitely include traditional number talks in these routines, but there are so many others to consider.  Look for low floor/high ceiling routines that allow all students to enter into the problem and encourage creativity and fun for all.

More Manipulatives:  CRA Instruction "puts math in students' hands so they can understand it with their heads."  All students benefit from this type of instruction, but sadly, we tend to move away from it too quickly. It is one of the best ways for students to gain conceptual understanding of concepts.

Numberless Word Problems:  Key words are cancelled.  They are not a good instructional practice because they do not encourage good thinking from our students.  Taking some time to think around word problems that do not have numbers is a fabulous strategy for our students.  It not only shows the link between reading skills and math context, but it puts another tool in our students' toolboxes that they can use when they are confused by a word problem.  Remove the numbers!

Counting Collections:  The counting collections activity is way more complex than just counting, but it is also as simple as just counting.  The CGI approach is really working hard in this activity that I love to use from K to 5th!  (It could be used with older students, too!) It is an in-action practice of concrete, representational, and abstract.  This can be done by individuals or in pairs, but as always, the sharing at the end is where the real learning occurs!  You do not need anything fancy to count, so don't feel like this is something you have to go out and buy materials for.

More Visuals:  Math is visual.  Find ways to help students SEE the math in everything you do.  From representations during Number Talks to counting aloud visuals to the Same/Different routine to Prime Climb or Tiny Polka Dot, put the math out there in a way that students can engage with and understand.  Visuals help all students to engage and step-in to the lesson.

Three Act Tasks:  These offer such a good opportunity for our students to  make sense of math, and they do not follow the "I do, we do, you do" instructional format.  There are so many available to choose from.  The tab at the top of this blog is a rabbit hole that will take you to quite a few.  How can you be more intentional about using them next year?

Heterogeneous Grouping:  Tracking students is not an equitable practice.  All students need the opportunity to see and do high level tasks.  Let's not limit our students.  Be more intentional about grouping your students with students of varying strengths.  Don't underestimate what your students can do.

More Incorporation of Data:  Jo Boaler has added resources to her Youcubed website around data.  SlowRevealgraphs.com  has a number of prepared slide decks for many different levels.  These can be used in math class or incorporated into content areas.  Teaching our students how to read, question, interpret, and create various data representations is an important 21st century skill.

Desmos:  This platform offers so much for students, but also for teachers!  The platform is manageable and you can find a large number of ready-made activities that go beyond DOK 1 on this site.  I have many listed and aligned by standard in the Resources to support CCSS tab at the top of the page.

Weeks of Inspirational Math:  I have blogged about this more than a few times.  1st time   2nd time  3rd time  I love these!  I believe strongly you will, too, and so will your students.

Puzzles:  Our students do not have enough experience with persevering through challenging problems, and puzzles (both paper and tangible) give them experience with this skill.  Maybe you just add a jigsaw puzzle table next year, or maybe you take on KenKens--either way, your students will grow! (and probably have a little fun along the way)

Each year, we step into our classrooms with a fresh start and with plans of doing better than the year before.  By challenging yourself to grow in your math instruction, you will not only grow, but so will your students!  Good luck.

Removing Labels from Students

One thing that often challenges teachers is the way that they group students.  After working with students, they tend to have a group that they consider "low" and a group that they consider "high." Sometimes this designation comes as a result of testing.  This is an area where mindsets need to change.  When we think of students in these terms, we tend to determine their track and limit or expand our expectations--depending on the group.

I understand where this thinking comes from as it was taught to us as best practice for a while.  However, as Jo Boaler and other researchers point out, it is not what is in the best interests of our students as it pigeonholes them into believing that they are not good at math or that math should come easily to them.  Students who are consistently told that math comes easily to them often don't know what to do when it doesn't, and students who are led to believe that math is a struggle for them will want to avoid it because they are "no good" at it.  

So how do we correct this mindset?  There are a number of things that can be done.  First, we need to be very deliberate when referring to students.  We should work to no longer use terms like "high" or "low."  What I find is that most of our students have strengths and weaknesses.  Just because they have difficulty with computation doesn't mean that they don't have a great eye for geometric thinking.  

Secondly,  every effort should be made to not group our students every day by what we perceive to be their ability level.  Students should be heterogeneously grouped so that they can all benefit from hearing the ideas and thinking of others. (Imagine if your principal always grouped teachers according to the strong teachers and the weaker teachers.  How would the weaker teachers ever grow if they only had each other to get ideas from?  And how would the stronger teachers develop better understanding of their craft if they had no one to think deeply with? Everyone brings something to the table.)  Consider using visibly random grouping--an organizational structure researched, practiced, and  encouraged by Peter Liljedahl as helping students become better problem solvers.

Next, use low-floor/high ceiling problems as much as possible with your students.  From your opening routines to the rich tasks you ask your students to explore, find activities that all students can access and take to the level that they want.  These tasks encourage creative thinking and offer may opportunities for rich mathematical discourse.

Being intentional in making these changes will lead to greater learning from our students and improved equity for all.

So much good in one place!

Many of you are familiar with the beauty of Splat! and all that it can offer our students.  It also has the great quality of being a routine that can be used throughout school.  It is certainly a routine that students, teachers, and this math specialist love due to its visual qualities, critical thinking elements, and engaging ways!

But the master behind Splat! has many other great resources available to teachers.  They are opportunities to expose our students to many concepts and to encourage some rich discourse in our classrooms.  And, best of all, Steve Wyborney shares his wonderful creations with us in the form of free downloads.

These resources are good in a normal year, but this year, they are especially nice to use in a virtual learning format.

Here is a run-down of some of the things you can find from Mr. Wyborney:

Splat!:  Beginning with concept of missing addends, the Splat slides move from primary concepts to fractions and algebra as the slides become more complex.  Students benefit from the visual nature of the slides, and they love the game feel of it all.

Esti-Mysteries:  Another popular routine with students, esti-mysteries merge the skill of estimation with critical thinking.  One clue is revealed at a time so that students can narrow down their choices.  In the end, they still depend upon their estimating skills for a final decision.  One thing I like about this routine is that once it has been taught, I think it can be used in many ways including revealing a clue a day with the final discussion occurring at the end of the week.

Estimation Clipboard: This is one of my favorites!  This routine again builds off of the concept of estimating and makes it fun for students to take the risks when making an estimate.  An image is shown, students make an estimate, and then the answer is revealed. Another slide is shown with a change in the image, and the students adjust their estimate.  This simple routine has hidden sophistication in that it often has hidden benchmarks for students to use to be able to make a better estimate.  Many of the images are about number, but I especially recommend the slides that deal with length.

Cube Conversations:  These 3D images are a great way for students to get an introduction to volume and to build their visual and grouping skills.

Tiled Area Questions:  Beginning as general area problems, these develop into more complex relationships between whole and fractional numbers.  Again--an opportunity to stretch our students' thinking and their abilities to justify their thinking.

His animated multiplication chart is a nice tool for students to explore patterns and be exposed to their facts.

I know that for many of you Splat! is a common routine used in your classroom, but I wanted you to be aware of some of the many other treasures that you can find on this website.  If the past proves anything, I would bet we can look forward to other great ideas to be created by him in the future!  Have fun exploring this awesome sight, but more importantly, have fun watching your students think, engage, and discuss mathematics in such fun ways!

Counting Connections

I love choral counting! This is confirmed every time I participate in one in a classroom.  It doesn't matter if it is a Kindergarten or 5th grade.  Choral counting gets everyone thinking--including the teacher!

One piece to choral counting that I have found to be important is the connections that can be made between different choral counts.

For example, this was an eye-opening choral count for some 2nd graders.  We began with the confidence builder of counting by 5s.  We broke it down by looking for patterns.  A lot of good talk and discussion here, but it really kicked up a notch when I challenged them to count by 5s off-decade.  We began slowly, but then the students were able to idenify patterns and get going.  We looked for patterns in this count, too, and then I pulled the two counts up side by side.  The ahas! that the students had were quite exciting!  So important for students to make these connections.

I did another one recently in a 5th grade classroom where we counted by 21s.

Students stepped up to the challenge of counting by 21s and looking for patterns.  But the real excitement came when I asked them to do another count by 2.1.  (I had copied the first count onto a clean page before we had found its patterns.) Students kind of gasped, but then I pulled up the clean screen of our previous count.  They counted by 2.1 as I added decimal points into the numbers.  When we were done, we made connections between the two counts and place value.  We also discussed what would have happened if I had asked them to count by 210.  These place value concepts were things that they "knew," but when we put it on paper, it really clicked for them!

Because I am in and out of classrooms, I did these "double-counts" in one session making the choral count a little longer than usual.  I certainly think that it would work for a teacher to do one one day and the second one the next day.  The importance is the time taken to connect the two counts, and following-up in later days with similar counts in order to help cement the counts into students' minds.

Beginning with choral counting is your first step.  Give one a try!  Once you get past that hurdle, you will feel more comfortable moving into a double-count!

Sorts

Sorts are a great way for students to make sense of things around them.  It could be images or numbers or objects or words....the point is to get them thinking about a subject and have them make sense of it in some way.

Here are some ideas for sorts.  Don't think that these are just for Littles.  Older students enjoy them.  They offer a non-threatening way for students to look at things, and they offer us good insight into our students' thinking.  Sorting is very mathematical even when it is not about numbers.  It is about looking at things carefully, finding patterns, and making sense--that's math!

SORT:
pattern blocks
doors
coins
book characters
drain covers
shapes--2D and 3D
numbers (odd/even) (prime/composite) (square/not square) (multiples)
vehicles
words
patterns
emojis
food
volume/area/perimeter
shoes
states
types of graphs (no numbers or titles are necessary)
expressions
angles

What Does the Data Tell Us?

In a recent conversation with some representatives from a major nationwide business company, we were discussing the needs in elementary math education to help lead students to be productive workers in tomorrow's business world.

The big question they said that students need to learn to answer is, "What does the data tell us?"  We also discussed the importance of probability and statistics,  but in the end, they said that they are looking for workers who can answer this question.

What would this look like in an elementary classroom?   I think it just reframes our questioning.  In many of our activities, we already expose students to real-world information.  We just need to be sure to be more intentional in our questioning in order to get them to look at data.

For example, look at this picture.  I took it thinking that it would be a good one for students to determine what was the best deal. What does it tell us?  What are some possible reasons a person would be willing to pay more for 3 Peep trees when they can get 9 for such a better deal?  

Noticing and wondering is a classroom routine that really benefits our students.  When they notice and wonder, you can ask them what the picture tells them.  Make them infer from the data that they have.  Numberless graphs are a good method of providing data that the students have to make sense of.  Here is a good example of a 2nd grade lesson regarding them.  You can find lots of examples and ideas for using them by reading some of the posts listed here.

What do you notice about this data?  What do you wonder?

We want our students to be able to compute and do basic math, but not at the expense of good math thinking and discussion.  These are the skills that will carry them into the future--not only in their career, but also in their roles as consumers and citizens.

How can you incorporate statistics and probability into your classroom (whether it is a K classroom or a 5th classroom) by framing your questions and your students' thinking around the question, "What does the data tell us?"

THIS is the Message to Begin a New Year

What a great thing for us to do for our students: Help them understand the value of mistakes!  And now, at the beginning of the year, it sends a great message to all stakeholders:  This classroom celebrates mistakes!

"I have not failed.  I've just found 10,000 ways that won't work."  

Thomas A. Edison

Goals for the New Year

What goals do you have in mind for your mathematical teaching for the remaining half of the school year?  What can you do to help not only your children grow, but also yourself?  Here are some things you might consider trying in 2019, as well as some resources to help you get started. Pick one or two to get started.

1. Making Number Talks and other Mathematical Routines part of your instruction

2.  Trying one of Jo Boaler's Week of Inspirational Math

3.  Using 3 Act Tasks to build student engagement and understanding

4.  Using Visibly Random Grouping when putting students to work on tasks

5.  Allowing more collaboration and talking among students. Learning should be social.

6.  Using more Concrete and Representational models during instruction, and encouraging students to use and understand them as well

7. Eliminating pages of rote practice problems and instead finding rich problems that make students collaborate and problem-solve together

8. Participating in a Twitter chat. #mathconceptions is on Mondays at 8:30 for a 1/2 hour, and #elemmathchat is on Thursdays at 8 for an hour. Great professional developmennt

9. Working on building a better understanding of DOK for you and your students

10. Using explorations as a way for students to make sense of the math in their own way before being "instructed" in the way things "should be done."

Good luck!  Let me know if I can help!

A Stepping Stone to a More Student-Driven Workshop

If you are still looking for ways to make your math workshop more about collaboration and problem-solving rather than about independent work and computation, a Week of Inspirational Math by Jo Boaler/Youcubed might just be the ticket!  If you have done any of these lessons before, you know how awesome they can be!  Well--she has recently posted her WIM #4!  That's right--4 weeks of math explorations and engaging lessons that you can use to build your mathematicians.

These engaging lessons are organized by grade level strands and are grouped into a week's worth of lessons.  They are great to use a week at a time, but you certainly could use them independently if you needed to.  They embody the paradigm shift in math education with a focus on growth mindset, visual math, patterns, and collaboration.

Besides that, each lesson will really engage your students for at least math period.  (Oftentimes, students keep working on the problem after class...) Each lesson begins with a video that you can show if you wish.  It helps to build the growth mindset in your students and presents them with mathematical thinking that helps them to see math is all around them.  After the video, there is a lesson (with full lesson-plan) that you can have students work on in small groups and share out with the class.  You can learn so much about your students as you circulate the room listening to their thinking, and they will learn so much about themselves as mathematicians!

With the craziness of the holidays, you might find a few days where some WIM activities are just the ticket, and they might cause you to begin rethinking your workshop!  They might be a good way to spend your math time during those days right before holiday break, but they might also be an awesome way to set the tone for 2019!

I have blogged about WIM before, but I can't tell you enough how much they can invigorate and change your classroom, your student's thinking, and your own thinking!  Time well spent!

Rethinking Grouping in Math Workshop

As we continue to work to grow in our role as leaders of mathematicians, we need to begin to rethink our use of grouping in the elementary classroom. Ms. Boaler gives a strong argument for us to consider why we should not use ability grouping in our classroom.

For a long time, we thought that grouping our students by ability during math workshop was a great way to meet everyone's needs.  I know. I did it for a long time, too-- many different groups, many different activities.

But, as we learn more about best practices of mathematical instruction, we discover that providing ALL of our students the opportunity to be engaged in rich, challenging, mathematical activities and tasks. 

This does not mean that reteaching skills to some of your students is not the right thing to do.  Of course, there are times that reteaching and scaffolding are necessary for our students.  Having flexibility in our grouping is important and should not be so difficult as we learn more about our students

In the past few years, I have read articles and books about this.  I have participated in professional development that discusses this.  I have listened intently to members of my PLN discuss the importance of eliminating tracking and the impact it can have on our students.  Here are some of the best resources I have used to gain this mindset:

Another great article to read is this one by Nick Tutolo.  Although it is focused on middle school/high school math, its points are still important for us, as elementary teachers, to consider.

This change in our instruction is not without some challenges.  However, I believe that we will be able to see more growth in ALL of our students if we begin to use some of these best practices:

• Low floor-high ceiling activities
• Use of CRA instruction in order for all students to build their conceptual understanding
• Number talks that encourage and embolden students to use methods/strategies that help them understand better
• Use of visuals for all math concepts allowing all students to gain an understanding
• Building time into your schedule for your students to participate in explorations and other tasks to grow their critical thinking
• Continued modeling of growth mindset in our words and actions
• Eliminate referring to our students by ability 

What changes can you make in your classroom to allow all of your students to grow as mathematicians?

Culture-Building for the New School Year

How do you plan to transform the culture of math (teaching and learning) in your classroom or building this year?  Have you had a chance to think about this?  It can be easy to get caught-up in the content that will be covered and forget the importance of building strong mathematical communities in our classroom.  However, the time spent building your students into teammates in math will be worth it.  Go slow to go fast.

Let's think about Ron Ritchhart's Cultural Forces that Define a Classroom and how they can impact our building of a math community.

1.  Physical Environment:  Is your classroom arranged in a way to promote collaboration?  Are the spaces clear where students can gather? Have you thought about the places where students will be able to visually share thinking?

2.  Interactions & Relationships: What steps can you take to build a feeling of respect which will allow students to be confident enough to share their ideas and strategies?  What will you do to be sure all students and their ideas are valued in your classroom? How will you encourage collaborative inquiry for your students?  What methods will you employ to build  a growth mindset in students? How will emphasize growth and celebrate success?

• This sample chapter from Thinking Together: 9 Beliefs for Building a Mathematical Community by Rozlynn Dance and Tessa Kaplan supports these concepts.
• More ideas can be found in this sample chapter of Count Me In!: Including Learners with Special Needs in the Inclusive Classroom by Judy Storeygard.

3.  Expectations: What are the cornerstones for your mathematics community?  As your class determines the classroom norms, which ones do you feel MUST be part of the list? How will these be enforced?

• Youcubed article on setting up positive norms in your math classroom

4. Time:  How will time be structured during your workshop?  What will you put in place so that students don't feel pressure to work through concepts quickly? On the other hand, how will  you build efficient use of time for your students?  What will you do to be sure you offer enough thinking time for students?  In what ways will you support your students to show perseverance?

5. Language: What do you think is the key mathematical language for your students to learn during the year?  What will you do to build their mathematical discourse?  What language will be modeled for them to use when working with partners or small groups?  Will your classroom contain a word wall or other location where students can easily refer? What growth mindset language will you be sure to include?

• Scholastic blog post about math talk
• Sample Accountable Talk anchor chart
• Blog post focused on Number Talks

6.  Routines & Structure: What daily mathematical routines will you put into place, and how will they help build mathematical discourse in your classroom? How will your math block be structured?  What management routines will you have in place to help your classroom run smoothly?

• Dr. Nicki Newton's First 20 Days outline might help with some of these questions
• My blog page with links to best-practice routines

7.  Opportunities:  How will you regularly opportunities for all students to interact with rich math tasks? In what ways will students grow in the math practice standards as well as the mathematical content standards?  What types of explorations and problem-solving will you use in your classroom?  Will they promote perseverance in your students?  How will students be encouraged to find and explore their own mathematical questions? 

• My blog post on exploration resources

8.  Modeling:  How will you model creativity and risk-taking?  In what ways will you provide examples of collaborative talk and respectful debate? How will students know that this is a safe classroom to take risks? What will you do to share your own wonderings and questions with your students? How can you be intentional about modeling perseverance?

How can you take risks this year in order to grow as a math teacher?  What resources can you use to help you to learn more about best practices in mathematical instruction? Using these 8 ideas as a starting point should help you on your way!

THIS is what I keep trying to say...!

I have continual discussions with teachers and administrators about our much-needed shift in our mathematics classrooms.  However, it seems to me that, too often, people get caught up in the shift in content from grade to grade rather than the real and necessary shift in our instructional models and methods.  Matthew Oldridge says this so much more eloquently than I ever could in a recent blog post. (well worth the 6 minutes to read!)

I especially like when he says, "Assume your students are all capable of high levels of mathematical thought."  It reminds me of the saying we see on Pinterest and Facebook all of the time:  "MY TEACHER THOUGHT I WAS SMARTER THAN I WAS, SO I WAS."

This statement of his also resonated with me:  "If you treat mathematics like broccoli, kids will probably try and avoid it. Treat it like the world’s most delicious cake. Stop pretending it’s just some medicine that must be taken. Make it all interesting. Yes, you can."

Yes, you can, indeed!

What is a Mathematician?

A great #mathconceptions chat the other night on Twitter really made me think about the intentionality that we need to use to teach our students about mathematicians.

While Einstein has an interesting biography and is known by most elementary students as an outstanding mathematician, should he be the only one we expose our students to?  What can we do to shift our students' thinking about mathematicians?  What other important mathematicians can we share with them?  How can we create opportunities for them to see themselves as mathematicians?  

Just as we work to teach our students about diverse writers and scientists, we should also strive to expose them to outstanding mathematicians of all backgrounds.  We want our students to understand that there is no limit to what they can become.

In this post--I want to share some resources that can be used in the elementary classroom  to teach our students about mathematicians and being a mathematician.

BOOKS:

ARTICLES:

Five Famous Female Mathematicians Institute of Mathematics and its Applications

Famous Mathematicians nrich.org

15 Female Mathematicians  Mental Floss

VIDEOS:

Bringing Math into the Present Day

Real Life Math

With Math I Can

WEBSITES:

With Math I Can

Biography:  Celebrating Women in Math

Famous Black Mathematicians We can't Thank Enough