Episode 6.1: Math, M-A-T-H, Math plus Adult Learning with Peter Carpenter

Spelling “tuberculosis” on the spot is one thing, but designing learning that actually changes what adults do is a whole different challenge. We start season six on Scripps Spelling Bee Day with a fast, funny spelling run and then we’re joined by Peter Carpenter, a longtime public educator turned coach, principal, and district leader, to talk about adult learning theory and what strong professional development design really requires.  

We also hear our final post from Jessie in Astoria, Oregon, reflecting on end-of-year realities and the practical Building Thinking Classroom “micro changes” that made a difference: random daily groups, more whiteboard thinking, bell ringers instead of homework, better note-taking routines, and more intentional assessment design. 

Subscribe for part two with Peter, share this with a colleague who plans PD, and leave a review with the one adult-learning move you wish every workshop leader would use.

The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
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Email: cpmpodcast@cpm.org

Transcript

Season Six Kickoff

Joel 0:16

You are listening to the More Math for More People podcast, an outreach of CPM Educational Program. Boom.

Misty 0:31

Guess what, Joel?

Joel 0:32

What?

Misty 0:34

This is our first podcast of our season six.

Joel 0:39

Season six? I love it.

Misty 0:44

I mean, at the arbitrary point of we, where we determine a season begins and ends, which is approximately 24 or five-ish episodes, we're in season

Joel 0:54

Woo-hoo. That's awesome.

Misty 0:57

completed five years, and now we are in beginning the

Joel 1:00

feels good.

Misty 1:01

Yeah, that's pretty cool, huh? Yeah. That's all.

Joel 1:05

I like it.

Misty 1:07

right. And so it's May 26th, 2026, which is kinda cool, 26/26. I like it. And what's the, what's the date today?

Joel 1:16

Today is a day that honors the Scripps

Spelling Bee Memories And Bragging Rights

Joel 1:20

Spelling Bee.

Misty 1:23

Oh, the Scripps Spelling Bee. Scripps with a P-P, not with a T-S,

Joel 1:29

Scripps. Scripps with a P-P, yes.

Misty 1:32

Yeah. Got it, got it, yeah. How's, how we spell Scripps is with... Yeah, got it. Cool. Have you ever been in a spelling bee?

Joel 1:40

No. I, I feel like, that we did spelling tests or something in grade school, but that wasn't q- a competition bee. It felt competition-y, but it wasn't a spelling bee per se. How about you?

Misty 1:54

Mm-hmm. I won my spelling bee in fourth grade.

Joel 1:58

won- Wow.

Misty 2:00

I did. I even have somewhere away in all my mementos that are packed right now, 'cause I'm in the midst of moving a little, like, I think, I don't know if it's a me-medal or a medallion, 'cause I don't know the difference. I need to look that up someday. A little award that is, like, a little fake medal, and it's got, like, this little books with an Aladdin's lamp on it picture on the front or whatever, and then it, it says that, "First place in the spelling bee." Yeah.

Joel 2:28

that's pretty

Misty 2:29

Don't ask me what word I won on, 'cause I've forgotten. I remember it was one of those things where, like, there were, like, two or three of us left, and we all missed the word, and so then we all got to go up again. And then, and then the... I don't know if there was this one kid, his name was Mark something, and he-- Everyone thought he was gonna win 'cause he was a really good speller, but he missed the word, and I got it. So I was

Joel 2:53

So you, you h- saw an opportunity, a window?

Misty 2:57

I did. Well, I was the next one left, and I got the word right, so yes, and I won the spelling bee.

Joel 3:02

Okay, I'm gonna, I'm gonna test you real

Misty 3:04

I would-- I, I was not spelling any words that are as hard as the ones they spell in the Scripps Spelling Bee. I

Joel 3:10

Oh. Well, this is the- Scripps

Misty 3:12

spelling words like chimney and things like that,

Joel 3:15

this is the 25-26 S-S- School Spelling Bee study

Rapid-Fire Spelling Challenge

Joel 3:20

list for Scripps

Misty 3:21

Oof. Okay.

Joel 3:22

Okay, I'm gonna, I'm gonna start you at a 2B level. There's a 1B.

Misty 3:26

give them all the words, then they're just memorizing the words. Isn't that what spelling

Joel 3:30

it's a studying. I guess that's it. I

Misty 3:33

Wait, I take that back. It's pretty much what spelling is.

Joel 3:36

noggin?

Misty 3:38

Noggin, N-O-G-G-I-N. Noggin. You have to say the word, spell it, and then say it again. That's what the-- that's how-- that's the rules.

Joel 3:47

Beige?

Misty 3:49

B-E-I-G-E,

Joel 3:50

Nice. You haven't-- You didn't even ask if it was a noun or a origin, my country

Misty 3:55

Use it in a sentence, please. Yeah.

Joel 3:58

Okay, I'm gonna try one more.

Misty 4:01

Okay, you're probably gonna stump me on this one.

Joel 4:03

Tuberculosis.

Misty 4:04

Oh, tuberculosis. Uh, T-U-B-E-R-C-U-L-O-S-I-S, tuberculosis. Yes! I'm pretty good at spelling. Yeah.

Joel 4:12

That is, that is correct.

Misty 4:15

the Scripps Spelling

Joel 4:16

very good at spelling.

Misty 4:17

Bee, and some of those words that they have on there I have never

Joel 4:25

Oh my gosh. Y- and when they ask for origin, and they ask for,

Misty 4:31

Yeah. Well, 'cause they, they're, they're using all those tricks like f- prefixes and suffixes

Joel 4:37

Silent

Misty 4:38

and yeah, totally.

Joel 4:41

Has the silent MSP at the beginning of each word. I, I just made that

Misty 4:46

MSP, that's-- I don't even know how to-- I can't think of a single word that starts with

Joel 4:50

probably not one.

Misty 4:52

MSP. They're prob- What? We can make one up.

Joel 4:55

do you wanna hear some fun activities that you could do? Do I ever?

Misty 4:59

Other than spell words? Are they all about spelling words?

Joel 5:02

Well, no.

Misty 5:04

Or learn the history?

Joel 5:06

No. So they, uh, they are,

Scripps Day Ideas And Hard Words

Joel 5:10

number one, sign up for the spelling bee.

Misty 5:13

Hmm. I don't think that I'm eligible.

Joel 5:16

Why? There has to be categories. There has to be age groups.

Misty 5:20

You think there's Scripps Spelling Bees for all age groups? I thought it was just for, like, a certain

Joel 5:25

I

Misty 5:26

age of

Joel 5:26

I think Scripps is all about inclusion, so they would... Actually, I don't know if they are or not, so I shouldn't say things like that,

Misty 5:33

we're allowed. I think that adults are not allowed, but maybe they have a separate one. But anyway... Or you could find a version in your town, perhaps, for adults.

Joel 5:42

number three is host your own spelling bee. So you can, you can make whatever rules you want.

Misty 5:48

There you

Joel 5:49

And then number two is watch the National Spelling Bee.

Misty 5:53

Oh,

Joel 5:54

Those are the three ways.

Misty 5:56

think they televise the whole thing or just, like, the final rounds?

Joel 5:59

I think maybe the whole thing, but I know the final rounds are, like ESPN-worthy.

Misty 6:06

Yeah. I wonder how you qualify. I sco- certainly did not qualify when I won my fourth grade spelling bee at Union Street Elementary School in South Weymouth, Washington. I did not go on to any other levels,

Joel 6:19

funny that you should ask that question because to qualify for the Grand Scripps National Spelling Bee, spellers must clear the regional competition first.

Misty 6:30

Um, so you have to sign up for a regional. You probably have to do some other things. Hmm. Interesting.

Joel 6:37

The word considered to be the most difficult in spe- in the spelling bee is

Misty 6:43

Hmm.

Joel 6:44

soubrette.

Misty 6:48

S- oh, sobriquet?

Joel 6:50

Soubrette.

Misty 6:51

Sobrette?

Joel 6:53

Maybe it's sorbet.

Misty 6:55

Sorbe-- I'm like, coma que, can you use it in a sentence, please?

Joel 6:59

The word considered the most difficult

Misty 7:01

That's not the useful sentence. What is it? Can you give me the definition?

Joel 7:07

I don't have definition. I don't have

Misty 7:09

my gosh, you have nothing, so there's

Joel 7:10

I have the word. That's not nothing.

Misty 7:14

I don't recognize that word, sobriette. I wanna spell it like S-O-U-B-R-E-T-T-E, but that is probably not all.

Joel 7:25

how you spell it. Yes. S-O-U-B-R-E-T-T-E. What do you mean? I j- I just wanna spell it correctly. I, uh...

Misty 7:35

Uh, it's not sobriquet then.

Joel 7:38

It's soubrette, right?

Misty 7:40

Huh. All right. I did not know that word, and I spelled it correctly. That's...

Joel 7:47

I am impressed.

Misty 7:50

I'm really, really good at Squaretle and really fast. My mom's always amazed at how fast I am. But like, eye for words, apparently. Sobrette I have not seen on Squaretle though, but I can try it next time I see it. I hope it's at least a bonus

Joel 8:04

Yeah, it should be.

Misty 8:06

Well, what are you gonna do to celebrate Scripps Spelling Bee Day?

Joel 8:10

I'm going to look for a word to stump you.

Misty 8:15

Oh,

Joel 8:16

That... I don't know.

Misty 8:18

me in person. You can't send me a Slack message about

Joel 8:20

I cannot send you an email, a text.

Misty 8:24

No. All right. Well, uh,

Joel 8:26

How about you?

Misty 8:29

gonna do? Well, I'm gonna spell all the words that you gave me today. See? I've already celebrated.

Joel 8:34

Well, there you go.

Misty 8:35

Ta-da. All right. So

Meet Peter Carpenter

Misty 8:52

Joel, we're here today with Peter Carpenter,

Joel 8:54

We are.

Misty 8:55

and I'm really excited about talking with Peter. he's been working with the PL team a little bit on some... I'm just gonna lump them into the category of adult learning strategies, though it's probably more or different than ways. And, um, I appreciate Peter 'cause he's a very dynamic, uh, presenter and very interesting and fun, and so I'm glad to have him here on the podcast today. So welcome,

Joel 9:20

Yeah, welcome. Thank you for having

Peter 9:21

Well, Thank you for having me. I'm really glad to be here, Misty and Joel. It is r- it is raining here in Orlando right now, so,

Misty 9:29

What?

Peter 9:30

it's kind of like Portland, but in Orlando.

Joel 9:33

like I'm just gonna say like right now we're probably

Peter 9:35

I'm just gonna say, like, right now we're probably in a little bit of a kindred spirit

Joel 9:39

of a hurricane. Mm-hmm.

Peter 9:40

far as the weather goes, so...

Joel 9:42

It i- it is not raining here in Salt Lake City, so I'll, I'll do my best to

Misty 9:46

it's not raining here either.

Joel 9:48

the clap.

Misty 9:49

it was 80 degrees the last two days, so it was more like Orlando, I think.

Peter 9:53

Then We must, we must be having some, like, paranoia

Joel 9:57

some like- Yeah. Yeah.

Misty 9:59

Perhaps.

Peter 10:00

yeah.

Misty 10:01

Ah. So Peter, I'm gonna ask you first to just give us a little bit of your background and how you came to be doing what you're doing right now, 'cause you, you... I feel like you have an impressive resume of... that, that, that lends to the topics

From Classroom Teacher To Principal

Misty 10:15

and things that you work with now. So just give us a little bit of your background.

Peter 10:18

Sure. so I'm a 30-year educator champion of public education. I g- where I grew up actually, um, Harford County, Maryland, it's a little town north of Baltimore. And started out as an elementary school teacher. I taught second grade, I taught fifth grade. Did a whole bunch of other fun extra stuff there and then at some point was asked to leave the classroom and to take what I was doing in my classroom and help other teachers to do that. And so I became a coach and I worked in 10 elementary schools in our district, and it was the 10 most promising elementary schools, but also the most impoverished elementary schools in our district. And so it was a real... It was mission work for me. I, I'll work in any school you put me in, but when we have students who are striving for a lot of different reasons, I, I absolutely love being in those environments. So from there, I then became the assistant principal of the lowest performing Title I school in our district at the time. And I was assigned to that school with a dynamic turnaround principal, and within a year, we went from last place in our district to first place in our Title I schools in our district because of her innovative mindset and just, she's just dynamic. And I learned so much about leadership. And the biggest thing I would say that she did was she let me lead with my strengths, and she knew that I had strength in instruction, in adult learning, in professional development, professional learning, and she let me run all of that in a school. And at the time, in our district, for an assistant principal to be doing that was unheard of. We did discipline, buses safety stuff, like all of that. But she knew that I had strength there and just unleashed it. And I'm just so grateful that she did that. Um, and then from there I worked in a three, four schools where I was an instructional supervisor. So all day long, all I did was instruction, observation, evaluation, professional development. My favorite job of all because it, it's all the things we wanna be able to do as educators. And then I became an elementary school principal, which is a close second, and I absolutely loved that role. Um, being able to redefine what the principal could look like from an instructional lens was pretty potent and powerful. And then from there I, I moved into central services and did some supervisory work, leadership development, and then I finished my time with Harford County Public Schools as the director of organizational development. And my task during that time was to make sure that every adult in our district was learning, so it didn't matter your role. If you were an administrative support professional or you worked in facilities or you were a teacher or a principal or all the way up to executive leadership. I helped to make sure that the district kept learning and moving forward. So, really enjoyed that role as well. Very challenging, especially moving into the enterprise side of the house and talking with them about learning. But boy, they were hungry to want to learn and grow. And so anywhere there's an opportunity like that, you take it and run. So,

Joel 13:52

with it. So That's awesome. What, uh, one thing that

Every Role Supports Kids

Joel 13:55

pops out to me right away is thinking about everybody learning. Was that a mind shift that you had to bring to everybody, or did it-- Was everybody craving that, and you just supported that?

Peter 14:06

Mm. Yeah. I think adults are fascinating learners, um, in general. Uh, and there are a lot of reasons why we are fascinating. Some of it is we like to own our own learning. Some people are those kinds of people that say, "Just tell me what to do and I'll do it." You know, and then you've got the people who are like, "Nope, leave me alone. I wanna learn in my own space time." And then you've got everybody in between. And so I think that everybody who works in an education sense wants to do right by kids.

Joel 14:41

Mm-hmm.

Peter 14:42

um, figuring out how you can do that is really important. And I think a big thing in our district where we worked was understanding that every spoke of the district supported kids, whether you were a bus driver, you're the first face they see in the morning, you know, when they get on the bus. And so that sets the tone for the rest of the day. Um, whether you're our facilities folks, making sure that you get in and the environment is comfortable for learning so that kids can thrive in that environment. So I think a lot of the mind shift was, "Hey, everything we do supports kids." Doesn't matter, like, what it is, you're supporting kids in some way, shape, or form. And because you're supporting kids, you need to continue to grow. We started to put some things, Joel, in place to help, that are a little more formal to help our enterprise side do some learning. I tell you what, they soaked it up like a biscuit with gravy. I mean, they just loved it, and they were hungry for it, and they wanted more of it. So, I know that one of my colleagues is continuing with that in our district since my retirement, but it's just they do want it. Yes. They're hungry for it.

Andragogy Versus Pedagogy

Misty 16:03

So you've moved out of the district, and now you're, you're work-- you have your own LLC doing coaching and consulting, which is, I think, how we got e- CPM got engaged with you. You've been helping us do some work and redesign on some of our agendas and, particular to incorporate some of these pieces of really considering how adult learning is similar to but also different than kid learning, right? And andragogy and pedagogy. Um, can you speak to that a little bit of, like, how they're the same but different? Like, what do you, how do you see those,

Peter 16:37

Yeah. It's a fascinating area to delve into just because I think many people don't even know that there's something called andragogy out there. So, you know,

Misty 16:52

didn't know that word until the other day.

Peter 16:53

yeah, I

Joel 16:54

okay because, you know, when you look

Peter 16:56

And it's okay because, you know, when we look at our teacher prep programs, our leadership prep programs, there generally aren't courses out there in that. And so, I have a little bit of a theory, and my theory-- I have many theories, but especially about adult learning. But but one of them is that we do-- In the adult learning world, we do what was done to us. And so we will either design learning experiences based on our experiences that we thought were good, and we replicate them or reshape them or design them in that way, or we will do it in the way that is most comfortable for us. And so, and so those are all well and good, but the reality is there's a whole science out there about, well, how do adults learn? And so andragogy, you know, is the science of how adults learn. And in a lot of ways, it, it, it redefines or it turns the kaleidoscope of adult learning for us. A-and so pedagogy are those strategies that we use with kids in order for them to access learning and all those other kinds of things. Andragogy is more of a mindset and a stance that we take with adults. So, for example and, and an element of andragogy is readiness. So we know and understand that adults are generally ready to learn, but they also like to learn in ways that are accessible for them. And so sometimes they like to have a clear path, being told what it is that they're going to learn. Sometimes they like to have space where they can just explore something and explore ideas and generalize things on their own. Sometimes they like to learn in a social context with other people, to be able to bounce ideas off of each other. And sometimes they just want to sit down by themselves, put their head down, and design. And so it's really important that when we are designing adult learning experiences, that we pay attention to that and that we really lean into the fact that our adults really require a different kind of design element than maybe just pedagogy would do. Now, one thing I would also say is that good andragogy models good pedagogy, and so a really great presenter will model pedagogical strategies But it only works

Reflection That Leads To Action

Peter 19:40

in an andragogical sense in my mind. I know, I have to say that word really slow.

Misty 19:46

that we

Peter 19:47

but it only works when we hit people over the head with it. So if we model the think-pair-share strategy for a group of adults then we have to stop and dissect the strategy. What did we just do? And ask the adults to give it back. What did it do for you as the adult learner? Ask them to talk about that. But then the last part that's the most important part, where might you use this with your own students and/or where might you modify the strategy to meet the students where they are? And so it's not just using the pedagogy in our presenting, it's also stopping and asking the adults to be metacognitive about what did we do? How did it support you as the adult learner, and where could you use this with your students? So good andragogy can use pedagogy really, but we also need to be intentional with how we help our adults see it.

Joel 20:45

it. Mm-hmm.

Misty 20:47

I mean, that makes sense. Like, it's that sort of like, experiencing it is, is a important part of it, right? Them, them doing that strategy, right, is an important part of it. But there needs to, like I'm hearing you say, there needs to be some explicitness. There needs to be some, like, really making those connections and giving them the time to make connections. I think sometimes we use a strategy, and we expect it to just sort of like, oh, they just im- you know, implicitly pick it up and know it, right? And know how they could use it or whatever. But if we don't take that time to give that, to give people, right, time to make those connections and talk about them write them or whatever they're gonna then those connections don't

Peter 21:29

Mm-hmm. Mm-hmm. Yeah, it's that on that three part that I talked about, it's really understanding how the strategy works for you,

Misty 21:38

Mm-hmm.

Peter 21:39

and then when you understand how it works, then being able to say, "What did it do for you?" That creates purpose. And then when you sit and say, "Where might you be able to use it?" You're almost offering the adult the opportunity to make a soft commitment to trying it. And so it's a very subtle way to be able to really deeply process a strategy in a way that would lead to the adult committing to trying to use it.

Misty 22:12

One of the things that I really want us to talk about is, You really opened our eyes, I think, a little bit in this, like NCPM

A Teaser For Part Two

Misty 22:20

and our professional learning department around the different sorts of learning, right? I'm just gonna leave them at that, like that

22:27

All right, well, you're gonna have to tune in next episode to find out what our next part of our conversation with Peter Carpenter is. So that'll be in a couple weeks, and we'll see you then. Cheers.

Jessie’s End-Of-Year Check-In

Jessie 22:57

Hello, everyone. This is Jessie from Astoria High School in Astoria, Oregon. Um, I am currently, uh, three weeks away from summer break. I know some of you are a lot closer. Maybe some of you are already on sp- uh, summer break. If that's you, congratulations. I hope you got a long nap. I will say right now how I am feeling is that it is definitely May, it is definitely the end of the school year, and graduation is in two weeks, so it is crunch time for some of our seniors. I've been reflecting on this past school year quite a bit as we get close to the end. First of all, I appreciate everybody, like, listening to me talk and ramble about school and my experiences this year, so I do really appreciate all of you that have been interested in this journey. It's been a lot of fun to verbally process, some

Random Groups And Whiteboards

Jessie 24:05

of this stuff and share with you, you know, what we're doing in Astoria. So thanks for that. You know, this year I really started, with the, the goal of, one, I really wanted to try, like, mixing up my teams a lot and, trying random groups every day. And, that was kind of the beginning of my year, and I really wanted to try to get my department, you know, on board and with reading Building Thinking Classrooms, which I was so thankful that they were like, "Yeah, let's do a book study." I was like, "Ah, that's amazing." So, we did finish the book today, which was kind of exciting. Next week we're going for our annual, PLC meeting at a local, establishment brewery, shout out Fort George, and, to kind of celebrate the end of our year, uh, and everything that's gone on. Um, I will say, like, I think we have had some really powerful conversations. We've tried some things. I know, like, pushing the kids onto whiteboards more, uh, has really... and even mixing them up every single day has, has made a huge difference. There... I'm not... I mean, no lie, there are times where I'm just like, "I don't have the energy to, to make this happen today," and so I don't. And I will tell you, those are the hardest days. It is actually better when they are working with different people every single day. That's my anecdotal da- data on that one. And so that's definitely something that I want to carry into next year and continue doing. Next year's going to be my 20th year of teaching, which is insane to me, so, I'm thinking that I might even use, like, Harry Potter Sorting Hats in order to sort them every day into groups, but that's a whole nother thing. Reading this book has really stretched me a lot as a teacher. If you haven't read it yet, I highly recommend that you do or that you try to, to do it as a department if you can make that work because, it really sparked some great conversation.

Bell Ringers And No Homework

Jessie 26:21

It sparked, some micro changes. In the book they talk about macro versus micro changes. Um, and I think like we tried some things and failed and tried some things and had successes. We did, we did fully lean into, um, my teaching partner and I with our advanced topics class, into the no homework, uh, and doing bell ringers instead. I really liked the bell ringers because, you know, it was a way for the kids to be productive, right at the beginning of the period when you're kinda doing some of those, like, administrative, things like, checking home- or not homework 'cause we didn't give homework, but, like, taking attendance and that kind of stuff. I also think that, it, it was a really, you know, in that class in particular, we, we let the kids use, you know, whatever they write down 'cause we wanna encourage note-taking, um, whatever they write down, for notes. And so it was kinda cool 'cause they had, like, the problems and things right there for them, that they could use on their assessments, so that was also kinda cool. One of the big conversations that we are going to continue, I think it came out of chapter 12, yeah, it was chapter 12 I'm pretty sure, was this idea of, like, evaluating, their classwork and, like, us evaluating, like, what we value. So it's not about them finishing the, the problems. It's about how they're working together and because if what we really value is the collaborative work, like, we should be giving them feedback on how they're doing in this collaborative environment, you know? And so I think that that is something that as a department we're really going to, uh, lean into and talk about next year. Just kind of talking about, like, how to give kids that feedback. I think some of us lean more in the behavior realm. Some of us lean more towards, "Did you finish?" Some of us are just like, "I don't even know where to start when I evaluate classwork." So we're all kind of in a different place. So I think honing that, is gonna be really valuable, for the kids and also for us, in terms of consistency.

Rethinking Tests And Note-Taking

Jessie 28:46

And then that's, that's one of the things. And then today we talked a little bit about, like assessments and what that looks like. One of the ma- micro moves that we kind of talked about maybe implementing next year was, looking at the way that we order questions on our tests. All of our tests are cumulative, so, we don't test, like, at the end of each chapter. We just test every three weeks, and, because of that, like, there's not this, like, learn and dump kind of mentality, but, um, really being intentional about the way that we order questions and putting, like, maybe older stuff first so that they have that confidence, you know, going into the next problem. The other thing that we really just discussed quite a bit, uh, was note-taking. That was out of chapter 11. And, you know, working on helping our kids organize their notes better, understand that they don't have to write sentences and answers for every single question if they're having the conversations, and just doing a better job of kind of scaffolding that. Um, I know I've really tried in my extended algebra class, um, we're, we're kind of fully in final review mode now with them, and we've used a lot of like Frayer models, to help them, uh, you know, do like multiple representations of problems and, things like that. And I think that has been really valuable for them. So we'll see. But overall, it's been a really great year. My 10th year in Astoria, my 19th year teaching, and I'm looking forward to the end and for summer.

Summer Rest And A New Research Role

Jessie 30:36

And then, what's on the horizon for me, uh, this summer is a lot of resting. I also work at the church that I go to, so I will be fully in vacation Bible school planning mode here in probably the week after we get out of school. And then, I was accepted into the teacher research community, with CPM, and I am so excited and so stoked to start that journey this summer. and I get to do that. So, and then, uh, we're starting a week early on August 31st. So, but, again, thank you all so much for joining me on this journey through the school year. I know that we are all probably feeling it, exhausted, ready for summer, and, I hope everyone's school year ends, positively, and thanks so much for listening. I am signing out for the 2025/2026 school year.

Misty 31:44

So that

Connect With Us And Next Date

Misty 31:45

is all we have time for on this episode of the More Math for More People podcast. If you are interested in connecting with us on social media, find our links in the podcast description. And the music for the podcast was created by Julius H and can be found on pixabay.com. So thank you very much, Julius. Join us in two weeks for the next episode of More Math for More People. What day will that be, Joel?

Joel 32:11

It'll be June 9th, Donald Duck Day. And of course, we'll talk about Donald Duck, experiences with Donald Duck, why we're even celebrating this day, and of course, the question everybody's asking, where's his pants? we'll see ya on June 9th for Donald Duck Day.