Dusty Jones: Hello, and thank you for listening to the teaching math teaching, podcast. the teaching, math, teaching, podcast, is sponsored by the association of mathematics, teacher, educators, a community of math, teacher, educators, learning to teach math teachers better. I'm your Co. Host, Dusty Jones, and joining me to day is Joel Amadon. Hi, Joel.

Joel Amidon (he/him/his): hey! Dusty!

Dusty Jones: And today we're talking with Doctor Christopher Jett, who is an associate professor of Mathematics. Education in the College of Education and Human Development at Georgia State University. were talking with Chris because of his work on mathematical persistence and success among black male students, and also because of his role with a MTE. As a member of the Advocacy Committee.

Dusty Jones: Welcome, Chris, how are you today?

Christopher Jett: Oh, I'm doing well and and hello to you all, and thank you for having me. You're welcome. We're excited to have you. Could you take a moment to introduce yourself beyond what I already shared. What? What did I miss?

Dusty Jones: Oh, no, I think I think you captured. Well, so that's a pretty standard introduction and talk about my work. So yeah, thank you for that. You're welcome. So as we get to know you a little bit better before we dive into some of those topics that I mentioned. We'd like to know, how did you start teaching math teachers? Or maybe why did you start teaching math teachers?

Christopher Jett: Yeah. So I really started teaching math teachers. At Georgia State. I'm I mean, even though I'm I'm at Georgia State now as as a professor. I was also there as a as a Doc student, and so no. During my doctoral students I was a full time. I was a full time, doctor student. So during my first year was actually a ta and so there was. So Georgia Stay had a middle, middle, level sort of mathematics preparation program as well as a secondary program. So I served as a Gta in those courses, and that that's really where it all sort of started. I must. I must also mentioned Georgia Perimeter college. So Georgia Perimeter College is a 2 year 2 year college. They've since merged with Georgia State. But During my doctoral studies I talk part time there towards the latter portion of my program. A math for elementary school teachers sort, of course. And so those were really sort of my foundations, as it relates to teaching math teachers. Okay, before that, were you a high school math teacher, middle school, or something like that. Yeah. So I actually started I actually started serving. I know a lot of people do that sort of thing. I started serving and and Nashville, primarily, because I just needed some extra. some extra cash, and then it will guess it was discovered that I had a math degree. And I actually remember the principal Miss Braden. A teacher went out on maternity leave, and so I sort of stepped in there. and I stay. I mean, I continue to work in Nashville public schools. I've done work in Decay County. Taught a couple of summer summer summer courses in high school. And most of my work has been in the undergraduate mathematics space.

Dusty Jones: What was the best advice that you received when you started teaching math teachers there at at Georgia state as a ta.

Christopher Jett: Yeah, I would say, probably. I remember I remember one time sort of struggling with just sort of engagement. And just really I guess capturing the teachers. Attention this sort of thing. And so I remember one piece of advice was like, you know, just making sure that you give them opportunities to explore and you know, quote unquote, like productively struggle with the man, even though even though the term wasn't, the phrase was, wasn't you know, I guess, as common as it is now. But this essentially what it, what it boil down to. I think another piece of advice, you know, just always starting with them, you know, starting with the students, that is, in this case the students will be mathematics, teachers, and so making sure that they're a part of the, you know, learning environment is always key to you know, to doing a good job in that domain.

Dusty Jones: Good. Here's a new newer question. We've been asking people what's a word or phrase or a quote that helps you center the work you do in teaching math teachers.

Christopher Jett: Oh, and that's a good one that's a good one, probably So 1 1. I don't know if I've read this or heard something on Youtube about be excellent. So I heard that at the beginning of the year, and so I put it on. I mean, I don't have a vision board, but, like, you know, like kind of like a board that I have here. This whole idea of be excellent. And so lately I've just sort of been using that as sort of my phrase, or quote in all aspects of my work.

Dusty Jones: What does that mean? How? How do you interpret that, or how do you? How do you work that out?

Christopher Jett: Oh, be excellent. Just means you know, given that you're all respect to everything. I will say so. I've just got off of a planning meeting about our noise. So we have a noise grant at Georgia State, and you know we're we're plan. We're planning some work with with math, with math and science teachers. And so, you know, being excellent in that context, just means, you know, providing them with the latest resources. Or, you know, innovations so that they can be successful. you know, in their respective in their respective contexts. I'm also like a big fan of like gospel music. So and it's not really like a quote or phrase, or like a favorite song. But I think that sort of helps to sort of fulfill that that sort of phrase as it relates to being excellent

Dusty Jones: cool.

Joel Amidon (he/him/his): I like that. II mean even the we're talking about the noise part. I mean, I like the Gospels part of it, too. But even the other part I mean the thing about the noise God like, how do we? It's like your job. To be excellent is, you know, paving the way, getting the resources available and being excellent in your role, so that the folks that you're bringing into that program can have the best possibility to be excellent as well. I like that I like. That's that's that's a nice like. How do we serve others in that in that capacity be excellent and serving others. I like that.

Christopher Jett: Yes.

Dusty Jones: So if we turn this around now that you're associate, Professor, you're you're working with thesepeople in the Noyce grant these participants. I'm wondering. What advice would you give to someone else who was just starting with teaching math teachers.


Christopher Jett: So for someone who's just starting, maybe someone I would probably say definitely like exposing teachers to like engaging strategies.  And that's sort of what I kind of do when I go to conferences. I sort of yeah, I mean, of course, we go to conferences, and we learn this sort of thing, but I'm also like looking for the best ideas that I can sort of take back and sort of personalize and sort of make, you know. to make my own, and I even do it with my students and my my courses. Even. I mean, I started doing it at my previous institution where I would, you know. You know, I'd go for conference, you know. We may go to ante, for example, and and then you come back, and then I kind of like open the class. But you know I was ante, you know, and I learned this this thing. And the students really liked when I did that. And sort of I sort of like, continued that tradition. and I also think it sends a message to them to know. to know that they can be. You know that when they go to conferences, or you know, or if they already go to conferences to, you know, rethink about takeaways and sharing with others, and, you know, sort of building community. another thing, I probably said, you know, just staying up to date with innovations. I was trying to think of a good example. I will say something about AI, but I only I don't use AI. So maybe I'm not practicing what I preach because I don't, because I don't. I don't. I don't know much about it, but it's probably a good example of of something that they're grappling with, and you know I would just say, you know, just be you. you know, have fun, I think, when you're authentic, and I know this sort of commonly used like being your authentic self. But I think it is true that when you just show up as who you are. I think people can can connect to that.

Dusty Jones: Yeah, I agree. II like your ideas there. Th! The idea of coming back from the conference and then sharing those ideas with students with pre-service teachers. I think that's really great, because that shows, you know, that's lifelong learning. As the teacher I'm showing I don't have it all figured out. I like went to a conference and learned something. And so helping them. And yeah, Joel.

Joel Amidon (he/him/his): no, yeah, I was. I was gonna say the same thing, that whole idea of echoing things that you've heard and expertise and and and saying like, Hey, all the answers don't exist within this institution or exist within this classroom like we need to, we need, we're part of a larger community. But then also to I really like that idea of being your authentic self, that advice out. We have. Our students do a little like Mini teaching within the classroom, and I saw this student who was like you could tell she wasn't acting like a teacher. She was being the teacher like that. She's meant to be like, cause you could see her personality and things like coming out in it. And I was like, that's what I love, seeing that because it's not like. Well, now, I gotta put on this persona of acting like. No, but no, no, I am just being the teacher I was meant to be, and II think that echoes that idea that you just said of being you're on authentic self. And so and that's good. And it's also to that idea of being curious on things. If that's part of your person. Hi, how do you curious and asking people, Hey, what's what's good stuff you've been doing, whether in through a presentation at a conference, or just even in those informal conversations. So thanks for sharing that. Yes, yes, exactly.

Dusty Jones: Chris. How do you set boundaries and priorities within and outside of the work that you do.

Christopher Jett: Yeah. So that's that's a really good question. So the boundaries? so I guess one boundary that I try to sit It's like not working on the weekends. and I sort of feel like that. II this sounds bad, because it's like every example I'm giving. I'm so I sort of failed it right. But no, sometimes sometimes it happens where you know, I might work on the weekend like, for example, for example, like just returning from Amte, you know, and being out and coming to email. You know, it's like you. You have to work on the weekends. That sort of thing after spring break, I'll be, you know, attending aera, so you know there'll there'll be another weekend. And then typically around final exam, we can sort of thing, you know, when it's it's sort of crunch time. you know, I do that. And so I try to to not work on the weekends. that's one one boundary another sort of recent boundary has a little to perhaps like with the reviewing.  You know I kind of get tapped a lot. I will, I will say, since you know all the backlash with CRT and di and race work, and it sort of thing has has sort of catapulted the folks who do that sort of work into to these conversations which I mean, we need. We need more of that work honestly and so. But you know, when they, when folks are looking for reviewers of folks with expertise. Then, you know, sort of a smaller pool to to choose from, and so  kind of get tapped a lot for that. And so just being a little more strategic. about that, even with even with Nsf. And not not to not to throw in a step under the bus anything like we we like innocent. But you know I but knowing you know, as you know. more people, and you know th, you know, program. Officers are, you know, colleagues and and friends and that sort of thing. And so I think it's just natural. They'll reach out to people. to people they know, but it's but you know it. It can be ex exhausting, you know, constantly constantly doing doing this sort of thing. And so that's one thing. And then you said the priorities maybe priorities. I typically. So I typically have to do like one thing at a time, or maybe like one major like this noise project is like. that's that's enough for me. I know. I know some people can can balance multiple like intercept projects. And you know other grant projects it may it may be I'll get there. But for now I think just being devoted to maybe like one project at a time. It's it's sufficient enough for me.

Dusty Jones: Yeah, that sounds that sounds wise. That sounds like some wisdom, even if some of those are more aspirational. II also say I don't work on the weekends except for when I work on the weekends, you know. So. But it's intention, right? I mean, it's intention like you like, hey? At least, you know, like.

Joel Amidon (he/him/his): okay, I'm I'm making an exception because of Xy, you know, because of that. A conference, or whatever or it's finals time. And you know, or students are asking questions because they have a big project due like, Hey, I like, there's a there's also intentionality. There, I think that's that's okay. But I was curious, though, you know, and this maybe just for everybody as well like with the reviewing cause. That's that's something, cause I know it's like you're we're stewarding the profession right and like, like, do you? And and I'm I'm truly asking this cause. I'm trying to figure this out myself is like you think like I've got so many slots for reviewing this semester. And maybe with those slots are feeling like, Okay, I can't. I can't do it. I have to do some, but I can't do. Or is it more when they come up like I don't know like in this again, just for anybody.

Christopher Jett: Yeah. And I think I think maybe had. Maybe. Have we conducted this interview? Maybe last month to last? I was more. I was more of a Yes, Guy and I was, and I was. I was accepting a lot of reviews, I think. I think also, because I'm also on a research committee at my institution. So we're we're reviewing for like outstanding, outstanding dissertation award, which. And we're not reading the entire dissertation. So I don't wanna mislead you. We're reading like a 20 page 20 page summary, which is still yeah. And we also have to review like the faculty faculty awards and that sort of thing. And so I think right now it's just. I've been bombarded with reviews, and I'm kind of like, well, I can't review every everything. And so just sort of grappling with that at this time is is where I am right now.

Dusty Jones: That's good, and I think you know, like you said earlier. Being yourself is important and kind of understanding what you can do. Well, like you said managing. You know, if you can work on one major project at a time. If that works for you, and that git helps you be excellent in that. I think you'd rather be excellent in one thing than mediocre in

Joel Amidon (he/him/his): in multiple things. Yeah. So maybe it's our professional responsibility right now to call everyone out who has not or not call everyone out, but just maybe put the opportunity out there that if you have not had the opportunity to review, which I think also is a nice way to develop as a professional as well. You get to see what other people are doing or what manuscripts look like for certain things, hey? Volunteer? And since we're named E podcast volunteer to be a reviewer for Mte or volunteer to be, you know. and that stuff, again, is always looking for reviewers. Put yourself out there so, and it's a great, great way to learn. So there we go. Maybe that'll maybe they'll take down everyone else's application. There we go.

Dusty Jones: So, Chris, I enjoyed seeing you at Amt Conference, and the I think that where I first saw you was when you were helping run the microphone around the Advocacy lunch? Thank you for that. And that was good. So we could all hear the questions that were being asked to the panelists there. But you're you're you were there because you're a member of the Advocacy Committee with a MTE. And so, while we have you here? Could you let us know what are some current or recent advocacy efforts that Amte or your your committee has tried to put forward, and maybe how listeners can get involved in some of this work.

Christopher Jett: Yeah. And so the Advocacy meeting is is just, you know, just dynamic. So the last couple of years, of course, the previous year was, you know, looking at race work. And and they attacked cr, CRT, this this recent immediate past. Amte was
 all about Lgbtq plus inclusion and how we are being inviting and welcoming to students.  you know, and and our and not only our university spaces, but you know. And I work with math teachers. And you know, and math teachers who identify the way as well as students who identify that way. And so we partnered. We partnered with equality, Florida, for that. And it's it's it's funny because the the original speaker for equality. Florida wasn't able to to make it, so we had to pivot we had to pivot as a committee. At the last minute so definitely shout out to Kyle and Nina and Alexa, for, for you know, stepping in, stepping up with it. No, but that was that was a great There was a great luncheon. We're gonna we're gonna write something up for that, either for connections or educated this sort of thing that'd be good even with the the work from last year. The CRT commentary. That one's also in a mathematics teacher educate education. That's what Katherine and Maria where we talked about race work. So you know, folks can definitely check that out. check that out as well. And so I guess in a nutshell. The advocacy just pretty pretty stays current. But what's happening in society and trying to think about ways to bring awareness to it to the Amte membership and to also sort of promote action with it as well.

Joel Amidon (he/him/his): Great Chris! Oh, sorry they'll see me go ahead. Actually, I did interrupt. But Chris, that luncheon was recorded. Is that is that right? Is that is that out there somewhere? Yeah, yeah, it's recorded.

Christopher Jett: we there was. There was some email communications about like, where will be posted? I wish I had it. But it'll be

Joel Amidon (he/him/his): post it with this a link if it once, once it comes out there. And yeah, that'd be good. Cause yeah, pretty amazing for folks that had to step in it. Was, it was pretty cool. Yeah, it did not look like something that had been

Dusty Jones: planned within the last, you know, week or so it looked like something that a lot of lot of work had gone into. But I'm I'm sure that's because. the people that were on the panel are steeped in that work. And so they they they know what they know. Several conversations.

Christopher Jett: as a committee about to talk over over the last year. So it's I think that's one thing. Another thing I appreciate about the committee is that the folks were deeply like invested in the work. you know, you know, sometimes with some committees. no, people just sort of just just do it, maybe maybe as a Cv booster, or you know, or just just to, you know, have some service through the professional organizations for 10 years. And I'm not knocking Nettie. I mean, folks have to do what they have to do. But one thing I really appreciated about this committee is that folks were really invested. You know, we were meeting once a month, but they they went beyond that, and they were sharing resources, and you know, readings and that sort of thing. So it was a great, it was a great great committee.

Dusty Jones: wonderful!

Joel Amidon (he/him/his): Oh, and so if you wanted to be involved in that eventually, like the volunteer form for Amte is out there that people can put their name in there to volunteer that join up with that committee, cause we're again. We're all Amt is always looking. We're volunteer. Run right. So we need folks to that. If you find a spot that you can find a home to do some work in, that you wanna get invested in, hey? Let's let's come and do it

Christopher Jett: right, and that and that advocacy, you know. Keep in mind that the name advocate, you know it's it's I think we're all advocates in our own like different respects, and so bringing, bringing, bringing, bringing, bringing, bringing, that, bringing that group together was really a powerful thing.

Dusty Jones: So, Chris, I have in my hand here. a book that you wrote called Black Male Success in Higher Education. how the mathematical brotherhood empowers a collegiate community to thrive. I really enjoyed reading this book. And I I think I read it over a year ago, and ever since I started reading I was like, I need to talk to Chris about this book. So I'm now turning the conversation, Joel, to talking to Chris about that book. Because it's I thought it. I found it fascinating. so can you summarize the setting of the book? I could try to, but I'm talking with the author, so I'll I guess I'll point that to you. Can you summarize the setting of the book?

Christopher Jett: Yeah, and and thank you for that. And I appreciate it. Your comments at Amte about the book as well. So that was that was really encouraging. So yeah. So it's it's a book about Morehouse college. And so morehouse college. All male Hbcu here in the Metro Atlanta area. it's the only you know historically, Black College is committed to the education of of black men. And so and interesting thing about, you know Morehouse, and reading the history, and just the just the maybe major influences that more houses had with respect to sending black men onto graduate schoolin the mathematical sciences, which is really astounding. And so the the I mean what I offer in the book is this whole idea of this mathematical brotherhood, this this happening, and it bills off of more houses. Mission, you know, more houses all about, you know, brotherhood and sort of thing. And so I sort of tech mathematics on on to that. And so that's the primary setting for for the book.

Dusty Jones: You you talk a lot about the Brotherhood, and then you make some connections to BGL. O's black Greek letter organizations, I think, and some of the different  I rituals, mechanisms, vocabulary that are used in those black Greek letter organizations. And then how that comes to play in morehouses math department. And I really, I really like that. one of the things that I appreciated was just reading about how some of the students would encourage or spur each other on to, you know. Keep going, or, you know, even if II didn't pass this class this time, but I'm taking it again, and you know you can do this or somebody's slacking off. They're not letting that person
 get away with not putting forth their best effort there.

Christopher Jett: Yeah, yeah, most definitely. And I'm glad you mentioned that about about the fraternities, because, even though even though yes, the book promotes like you, said blackmail success in math. It also promotes Hbc use and by extension, you know, this whole idea of these black Greek letter organizations. And so, yeah. And I'm also thinking, about, you know, just just thinking about the book. And just the stories before before Morehouse. And you know, thinking about making connections to to teachers. But you know a lot of times teachers don't immediately see the impact that they're making or you know, they're dealing with the day to day stressors or many responsibilities associated with teaching. So this is sort of a nice way to also you know, sort of give respect to teachers and say, you know, the work that you're doing is not in vain. Like like, Look, these guys eventually majored in math and even though you know, everyone doesn't major in math, you know, someone to understand feels even other areas. But it really shows the significant difference. That a math teacher makes.

Dusty Jones: Yeah. So there's definitely there's definitely this positive message that for that grade school teacher, the the middle school teacher, the high school teacher, the college instructor, you. You have some impact whether you see the the fruits of that or not. And so, you know, give going back to your thought earlier, Joel, I think I have a title about being excellent. you know, trying to be excellent in our teaching. Because we don't know what the end career path of of these students are, what their education routes, what that's going to look like? What are some other other mess? Any? Are there any other messages, I think? That you'd like math teacher educators to take away from from this book.

Christopher Jett: Yeah. So maybe. maybe one take away from math teacher educators is is, maybe around the the genius and brilliant that resides that hbcus, and perhaps perhaps some of you know, some Hbc's students might not have had same opportunities.  it's it's others. And so you know just just keeping just keeping those ideas in mind. Maybe another takeaway. I know families. Families is important. they talked about the participants talked about like their family family upbringings. And so I know there tends to be like a lot of stereotypes about families and parents, you know, especially black parents. And so maybe another takeaways for math teacher educators to think about  leveraging or partnering with with families and parents  to do that, and maybe maybe a final takeaway maybe deals with community. Because, of course, I talk about more houses. mathematics, learning community within the institutional space.  But there's also this community sort of outside  the institution. Which I didn't capture a lot of in the book primarily, because,  like my data collection, I guess this sort of a limitation like what my data collection methods. It was so centered on Morehouse and learning about them in a space that I didn't really capture sort of what happens outside of the space. And so,  you know, maybe if I had to do it all over again, you know. Maybe I would have  maybe paid a little more close attention to like what happens. You know, in the broader community.

Dusty Jones: I'm I'm really glad you mentioned that genius and the excellence of blackmail students? I. I'm teaching a class right now. We have one  black student in the class of 16. He is a male and he presented a problem yesterday, and I was just like floored. How? How good what he did, what he presented. Not only was it mathematically correct, but just the the presentation style that he had was really engaging. He's the also the only person in that class that's not preparing to be a mathematics teacher. He's he's just a mathematics major, taking this as an elective  and so I want to make sure that I encourage him as long as I can. Also, I want to encourage all of my students, but we don't have at same Houston State University in the math department a whole lot of students like him.  And so I wanna make sure that I can provide him with some encouragement and support. That's authentic. But also just recognizing that that he has great contribution. So don't know if I'm not gonna say his name for privacy concerns. But if he ever listens to this podcast, he'll know who I'm talking about.

Christopher Jett: Yeah, yeah, yeah. Send it. Send it to him after the back and say, hey! Take a look at this, you know I've given you a shot. A shout out anonymously, That's right.

Dusty Jones: What is something, Chris, that you like to do outside of your role as a teacher of math teachers

Christopher Jett: that yeah. So I like to.  I wasn't gonna say, I like to eat, but everyone likes to eat right? I mean,  I'm I'm almost like, you know the undergraduate students, if you say you know, there's a speaker coming, and that sort of thing. And then like.  if you put on a fly like, Oh, we'll serve pizza or something you have like more students to show up. Oh, my gosh, yeah, I'm still live like a grad student that way. I'm like, yeah, pizza. Alright. No problem.  Yeah, but but no. So so that I definitely like to play cards.  so I play. I play space. I have a couple of friends who are math majors who live here. We typically we typically play, we don't play as much  as we used to before the pandemic. We actually played this past weekend so so that was good. And then Sunday afternoons.  there's a volleyball. I mean, you know, the local park we play. We play volleyball. We typically start around the springtime, so we'll probably start around next month, and we typically go until, like September to fall when the weather starts to get a little cool.  but yeah, I play. I play volleyball. I used to sing in my church choir. I stopped. I stopped singing when the pandemic hit, because, you know, everything. Everything was going on with it now. They started back singing as a group. I haven't gone back yet but I enjoy I enjoy singing in my church choir, and I'm not like a lead singer or anything. You know. I have to have to preface that because people say, Oh, like no, I can't think with the group, you know. Yeah, yeah. So yeah, II enjoy doing it as well. It's it's nice Joel, I think, to get an an idea of

Dusty Jones: of. You know these scholars as as as full people, you know, here's other things that they do not just not just excellence in in publication and research and teaching, but also

Christopher Jett: and pick up volleyball games and things like that. So.

Dusty Jones: Chris, do you have anything else you'd like to promote or share with our readers.

Christopher Jett: I mean, of course, you mentioned you mentioned the book. I'm definitely trying to get more more support of the book. So if if folks you know, if they have, if they have you know, maybe reading groups, you know, sometimes faculty  communities have things. Or, you know, teacher groups, we're we're we're gonna do it. We're gonna do a book study with it, with our noise, with our Norse teaching fellows, and sort of making the connections between  secondary mathematics, education, and undergraduate math education.  you know, even, you know, even if you even if it's not really your work, you know. Maybe.  you know. Give give them a copy to a student some I don't know, you know, just just trying to get support to the book. I also say so. The paper. So I recently published a paper with a Lamont, Terry and theory into practice. And so that was last fall. So  I think the manuscript is like elevating mathematics, achievement outcomes for like boys. And so  I know, sometimes met Mexico educate, you know, they're thinking about, like, you know, courses and summer courses. So if you just wanted, like you know, a shorter piece that really sort of touches on these issues. And  you know, you want to discuss these issues with your math teacher candidates or even your in service math teachers. You know definitely, you know, feel free to use that that piece as well. but beyond that I think that's that's all. The book. The book is the primary, you know. Could the book took years. The book took years to.

Dusty Jones: Yeah, yeah, yeah, I'm really. I'm really excited about that. Yeah. Well, we'll put links to the article. We'll put a link to the the book so people can get that it's reasonably priced. I'm not gonna say what the price is cause it might change, or you might find it different places. But it's reasonably priced. It's 140-150 pages long. So it's if you don't read the appendix. If you do, it's it's all great. It's very accessible, I think, as a read and it's just really engaging like, I feel like I'm getting to know you doing these case studies. And so there are pseudonyms. But I feel like I'm getting to know these, these students, and they got to choose their own pseudonyms, I think. Is that right? And so they they chose some really interesting pseudonyms.  And then the professors have pseudonyms that are mathematical in nature. It's just it's just a pleasure to read. So I just encourage you guys to Ii called. I called them readers earlier, Joel, our listeners. I encourage our listeners to to check this out. They also can read.

Christopher Jett: yeah. And it's funny you mentioned about the student, I mean. Of course, I gave the professor the math names and and this sort of thing, just just because, you know, I'm a math nur at heart, but but the but there, the pseudonyms I almost could write like a methodologically I don't share. I don't share that in the book because they gave like personal stories. And you know, you know, names of family and this sort of thing. And so just listening to the way that they selected pseudonyms was like, I'm like, Oh, my God, this is like, I mean, I'm not. I'm not a methodologist, but I'm like. I'm pretty sure, like a methodologist, would have like a great time with this.

Joel Amidon (he/him/his): That's great.

Dusty Jones: All right. Well, Chris, we really thank you for joining us today. This has been a great conversation.

Christopher Jett: Okay, yes, yes. Thank you. Yeah. Thank you all for having me. And yeah, glad to. Glad to have participated, Chris.

Dusty Jones: And and thanks again to you for listening to the teaching, math, teaching, podcast if you like, what you hear, please subscribe to the podcast and we hope, you're able to take action on something you just heard. Maybe pick up a book and read it and interact with other math teacher educators. Maybe through a book Club. Did you know that A. MT. Has another Podcast it's called the mathematics, teacher, educator, podcast and that Podcast accompanies, the latest edition of the mathematics, teacher, educator, journal, and has authors discuss the work they've submitted for publication to the journal. You can find a link for the MTE. Podcast in the show notes for this episode.