WEBVTT - The Simple Path to Loving Math

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<v Speaker 1>Bloomberg Audio Studios, podcasts, radio news.

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<v Speaker 2>This is Bloomberg Business Wait inside from the reporters and

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<v Speaker 2>editors who bring you America's most trusted business magazine, plus

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<v Speaker 2>global business, finance and tech news. The Bloomberg Business Week

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<v Speaker 2>podcast with Carol Messer and Tim Stenebeck from Bloomberg Radio.

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<v Speaker 1>Math performance of USED teenagers you might be surprised. You're

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<v Speaker 1>not gonna be surprised. The math performance of US teenagers

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<v Speaker 1>math is bad. Has sharply declined since twenty eighteen, scores

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<v Speaker 1>lower than twenty years ago, American students continuing to trail

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<v Speaker 1>global competitors. There were some results that were A key

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<v Speaker 1>international exam was released I think late last year, and

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<v Speaker 1>in the first comparable global results since the coronavirus pandemic,

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<v Speaker 1>fifteen year olds in the US scored below students in

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<v Speaker 1>similar industrialized democracies like the UK, Australian, Germany, and well

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<v Speaker 1>behind students in the highest performing countries such as Singapore,

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<v Speaker 1>South Korean. Estonia continuing in underperformance in math that pre

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<v Speaker 1>dated the pandemic. In other words, US.

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<v Speaker 3>Students Estonia, those guys are killing it in math.

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<v Speaker 1>Having fun with this?

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<v Speaker 3>Have you ever been to Estonia. I have not It's

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<v Speaker 3>a very small.

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<v Speaker 1>Country, I know, but they're doing well in math.

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<v Speaker 3>It's like saying Bergen, New Jersey is doing well in math.

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<v Speaker 3>Guess what Scarsdale does really great in math?

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<v Speaker 1>All right, so let's get to it. Our next guest says,

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<v Speaker 1>there is a simple path to loving math. I actually

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<v Speaker 1>love math. Joining us is Shaloni Sharma. She's a CEO

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<v Speaker 1>and co founder of the nonprofit educational software organization Zern.

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<v Speaker 1>Her new book Mathmind, The Simple Path to Loving Math,

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<v Speaker 1>Cracking the Numeracy Code for everyone who has ever thought

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<v Speaker 1>they were bad at math? Have you ever thought you

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<v Speaker 1>were bad at math?

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<v Speaker 3>I have a special I have an issue that I

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<v Speaker 3>want to talk to Shanny about. So I'm glad you

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<v Speaker 3>booked her. But why don't you go ahead?

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<v Speaker 1>You start Slanny, Welcome, Welcome. I can't tell you how

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<v Speaker 1>much we've been talking in the newsroom about who's good

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<v Speaker 1>at math, who isn't bad at math? We have lots

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<v Speaker 1>of questions. You start your book well, transparency. You're right.

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<v Speaker 1>The first thing you should know about you is that

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<v Speaker 1>you're not a math prodigy. And then you transferred in

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<v Speaker 1>sixth grade, you got placed in Honors Math. Noticed something

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<v Speaker 1>upon walking into the classroom. Tell us about yourself, walk

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<v Speaker 1>us through that moment in time, and just share with

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<v Speaker 1>us a little bit.

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<v Speaker 4>Yeah, well, thank you so much. I'm so excited to

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<v Speaker 4>talk about all kids loving math. So yeah, I was

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<v Speaker 4>not a math prodigy, and I had a accidental and

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<v Speaker 4>lucky experience in sixth grade that changed the trajectory of

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<v Speaker 4>my life. My math teacher, mister Snyder, he just decided

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<v Speaker 4>to believe in me when I didn't believe in myself.

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<v Speaker 4>What had happened is I was in a math class

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<v Speaker 4>in sixth grade. It was Honors Math. It's the first

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<v Speaker 4>time I experienced that the boys were thriving and the

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<v Speaker 4>girls were quiet in the back. There weren't actually very

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<v Speaker 4>many girls in the class. There were more boys, and

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<v Speaker 4>I was just barely holding on. I remember there was

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<v Speaker 4>a point where I took a test. Mister Snyder called

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<v Speaker 4>me to his desk. My stomach dropped. I went over

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<v Speaker 4>to his desk and I saw less red marking than usual,

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<v Speaker 4>and he said to me, he said, you did better

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<v Speaker 4>on this test, and if you try your best, you

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<v Speaker 4>could be just as good as the boys. And I

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<v Speaker 4>know in twenty twenty four that we don't think that's

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<v Speaker 4>a good thing to say to a little girl. But

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<v Speaker 4>I will tell you that my heart exploded because it

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<v Speaker 4>was the first time I considered that I didn't just

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<v Speaker 4>have to survive, but that I could excel and I

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<v Speaker 4>could be the best. And it started this powerful chain reaction.

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<v Speaker 4>And I wasn't born one, but I made myself a

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<v Speaker 4>math kid and I came to love math.

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<v Speaker 5>And it's because of that moment.

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<v Speaker 3>I had also some really great teachers that I'll never forget.

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<v Speaker 3>I never thought I was that good at math. I

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<v Speaker 3>was very dyslexic. I had a bad memory for you know,

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<v Speaker 3>times tables in you know, first and second grade or

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<v Speaker 3>whenever you do that. But I get to eighth grade

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<v Speaker 3>and I get this algebra teacher at the Columbus Academy,

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<v Speaker 3>Tim Hildreth, who just really made math seem more fun,

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<v Speaker 3>like an art or like music, or like it was

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<v Speaker 3>creative as you write in your book. And he connected

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<v Speaker 3>with me in a way that was cool. The problem

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<v Speaker 3>I have is that I can always visualize the solution.

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<v Speaker 3>I can feel how the problem should work out, and

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<v Speaker 3>I can get a lot of the answers right. I'm

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<v Speaker 3>not good at the formulaic showing your work, and I

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<v Speaker 3>never have been, so I wonder if that's a common problem.

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<v Speaker 5>Yeah, I mean so much in there. So think about reading.

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<v Speaker 4>You know, if, for example, let's say we were all

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<v Speaker 4>going to take a reading test, but none of us

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<v Speaker 4>knew how to read. We didn't know that each letter

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<v Speaker 4>represented a sound, and that you could put the sounds

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<v Speaker 4>together and make bigger sounds like we didn't. We didn't

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<v Speaker 4>know that, but you showed us. You showed me a

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<v Speaker 4>bunch of symbols, and you said, when these symbols are together,

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<v Speaker 4>that means the word house. When these symbols are together,

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<v Speaker 4>that means the word radio. And so there was a

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<v Speaker 4>two hundred word test. I crammed it, I memorized all

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<v Speaker 4>the words. I even got an A on the test.

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<v Speaker 4>But because of how every human brain works, every adult brain,

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<v Speaker 4>every kid brain, I would start to forget that. And

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<v Speaker 4>so two weeks later, even though I got an A

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<v Speaker 4>on the test, I would forget how to read. And

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<v Speaker 4>so think about how terrifying an insane reading.

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<v Speaker 5>Would feel if we taught it that way.

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<v Speaker 4>And so what you're talking about happened to you in

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<v Speaker 4>your eighth grade class is that the symbols and the

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<v Speaker 4>meaning came together. So what math really is is symbolic

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<v Speaker 4>notation to describe the real world around you. That's actually

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<v Speaker 4>all it is. And so when you see pictures and visuals,

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<v Speaker 4>then you get to connect that symbolic notation with reality

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<v Speaker 4>and then it sinks into the brain and it becomes durable.

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<v Speaker 4>And that's just the science of how our brains work.

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<v Speaker 4>So if you're teaching, let's say a seventh grader about

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<v Speaker 4>negative numbers, you can teach them all these rules of

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<v Speaker 4>when you to apply on negative times a negative, it's positive,

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<v Speaker 4>when you subtract and negative from a negative.

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<v Speaker 5>You know, you can give them.

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<v Speaker 4>A table and they may cram it, but they're going

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<v Speaker 4>to feel really stressed. But if you instead you say, okay,

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<v Speaker 4>think about negative numbers. As you dive into the ocean

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<v Speaker 4>and you go deep into the ocean, and that's negative numbers.

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<v Speaker 4>Get back up to sea level, that's zero, and then

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<v Speaker 4>you climb a mountain, those are positive numbers. Now let's

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<v Speaker 4>lay that out in the number line. And so if

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<v Speaker 4>we see the number negative five, that is the position

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<v Speaker 4>of the number on the number line. Now start playing

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<v Speaker 4>with the numbers, and that's what's often missing for kids?

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<v Speaker 5>Is that making sense?

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<v Speaker 4>And the kids who love math, perhaps, maybe Carol, they're

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<v Speaker 4>doing that in their heads. Either adults showed.

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<v Speaker 5>It to them, they figured it out themselves.

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<v Speaker 4>They read the textbook. However, they figured that out, but

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<v Speaker 4>they put the symbols and the pictures together. And one

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<v Speaker 4>of the main things we can do to help kids

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<v Speaker 4>love math is always offer them those pictures proactively.

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<v Speaker 3>You know.

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<v Speaker 1>It's funny one of our producers cci, She's like, I

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<v Speaker 1>want to read this book, and she even said in

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<v Speaker 1>the newsroom, I think I had a question here, but like,

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<v Speaker 1>can you help adults enjoy math and have kind of

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<v Speaker 1>a math mind? Having said that, you know, I grew

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<v Speaker 1>up there's a lot of memorization and a lot of

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<v Speaker 1>like doing problems and a lot of that, And I

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<v Speaker 1>feel like the focus wasn't so much on how you

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<v Speaker 1>got there, just get there and get the right answer.

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<v Speaker 1>I mean, can an adult learn to love math and

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<v Speaker 1>be better at math?

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<v Speaker 5>Yeah? Definitely.

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<v Speaker 4>And I think I think we as adults all kind

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<v Speaker 4>of have to, you know, for two reasons. One is,

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<v Speaker 4>if we're parents or aunties and uncles of kids, if

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<v Speaker 4>we love math, we will help them love math and

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<v Speaker 4>so so it's just it's kind of our duty to

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<v Speaker 4>help kids. But the second is in the world that is,

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<v Speaker 4>you know, kind of manifesting in front of us, the

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<v Speaker 4>need for numeracy. Just it's just off the charts, and

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<v Speaker 4>you know, there's a lot of attention paid to literacy,

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<v Speaker 4>but it just really pains me that there's this prevailing

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<v Speaker 4>misconception that some kids are destined to be left behind

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<v Speaker 4>and they can't do math, or some adults can't do math.

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<v Speaker 4>And more and more we see that that means they

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<v Speaker 4>can't participate, and that means even participate in like understanding

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<v Speaker 4>your show. You know, you have such an interesting show,

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<v Speaker 4>but you're using a lot of mathematical terms, and so

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<v Speaker 4>we want people to be able to participate. But yes,

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<v Speaker 4>I think there are four steps to building a math mind,

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<v Speaker 4>and I think they pertain to anybody.

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<v Speaker 1>It's like the race when you're at the you know,

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<v Speaker 1>at the end of a dinner and you're like, okay,

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<v Speaker 1>we're going to give them. You know, you're out to

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<v Speaker 1>dinner with a bunch of friends, like fifteen twenty percent okay,

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<v Speaker 1>Like everybody's like figuring it out, and it's like who

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<v Speaker 1>could do it? So, like fast. I don't know.

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<v Speaker 3>When we were kids, it was fifteen to twenty percent.

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<v Speaker 3>Now they want like twenty twenty five, thirty.

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<v Speaker 1>It's a little different.

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<v Speaker 3>You say that there are roadblocks for adults and for kids.

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<v Speaker 3>What are the sort of hurdles that we need to overcome?

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<v Speaker 3>What are the common issues?

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<v Speaker 4>Yeah, I mean so the first is just believe. You

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<v Speaker 4>open the show at the top by talking about the

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<v Speaker 4>United States versus other countries. You know, shared some love

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<v Speaker 4>for Estonia, and what's happening in those countries is and

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<v Speaker 4>it might seem so simple, but it's a big deal.

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<v Speaker 4>Which is in those countries people start with the belief

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<v Speaker 4>that kids can do math. So, you know, the simple

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<v Speaker 4>parallel I give is, imagine if we put all our

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<v Speaker 4>kids in this country in kindergarten through eighth grade, and

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<v Speaker 4>at the end they came out and we gave them

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<v Speaker 4>a test, and we thought the test was really high quality, and.

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<v Speaker 5>At the end of the test the majority were illiterate.

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<v Speaker 5>The majority couldn't read. We'd be scandalized.

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<v Speaker 4>And what if even worse than that, a bunch of

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<v Speaker 4>adults said that's okay, they're not reading kids. You know,

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<v Speaker 4>we get very mad at the adults. But that's the

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<v Speaker 4>exact same thing we're doing in math.

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<v Speaker 1>We're talking with Shlony Sharma. She's CEO and co founder

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<v Speaker 1>of Zuri. It's a nonprofit educational software organization. Her new book,

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<v Speaker 1>which is what we're talking about, is entitled Mathmind, The

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<v Speaker 1>Simple Path to Loving Math.

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<v Speaker 3>And oh, by the way, can I just say one thing?

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<v Speaker 3>You can say whatever you talking at the top about

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<v Speaker 3>how the US obviously you know US kids in general

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<v Speaker 3>aren't doing great at math compared to the kids in Singapore. Yeah,

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<v Speaker 3>and then you mentioned Estonia. Yeah, and I made a

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<v Speaker 3>joke about how small. I want to point out that

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<v Speaker 3>I do love Estonia. I went there for an ECB

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<v Speaker 3>conference to talent.

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<v Speaker 1>Yeah.

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<v Speaker 3>I stayed at the Hotel Telegraph, which was beautiful. Downtown

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<v Speaker 3>is very nice. I would, as a tourist go back

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<v Speaker 3>just to hang out. So I just want everyone from

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<v Speaker 3>Estonia to know I do love you.

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<v Speaker 1>Because we get hate mail, or MAC gets.

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<v Speaker 3>Hate mail, and school that they're great at math.

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<v Speaker 1>I want to go to chapter twelve. You say math

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<v Speaker 1>matters for everyone, but we act as if it matters

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<v Speaker 1>only for a select few. Our education system is built

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<v Speaker 1>around both overt and quiet classifying of students what you

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<v Speaker 1>have referred to as sorting. We track class says. I

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<v Speaker 1>grew up where it was like kids are in honors math,

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<v Speaker 1>kids were in regular math casts, kids were in math

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<v Speaker 1>that needed help, and it was like you were you

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<v Speaker 1>were definitely I know, like I don't even want to say,

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<v Speaker 1>and it really put you in a certain way. And

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<v Speaker 1>I hope my daughter's not listening. But she was in

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<v Speaker 1>a point where she thought she wasn't good in math

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<v Speaker 1>and got a tutor and she actually is really great

0:11:22.480 --> 0:11:25.360
<v Speaker 1>in math and loves it, and so it's just but

0:11:25.679 --> 0:11:27.480
<v Speaker 1>she got it in her head that she wasn't great.

0:11:27.520 --> 0:11:30.360
<v Speaker 1>I really hope she's not listening. She will hate me forever.

0:11:31.160 --> 0:11:34.480
<v Speaker 1>But anyway, but what we do in the US, what's

0:11:34.480 --> 0:11:36.080
<v Speaker 1>wrong with what we do in the US and how

0:11:36.120 --> 0:11:37.760
<v Speaker 1>we teach math, Because there was something I saw on

0:11:37.880 --> 0:11:40.920
<v Speaker 1>video where you talk about math war, something the US

0:11:41.000 --> 0:11:42.280
<v Speaker 1>does but other countries don't.

0:11:42.520 --> 0:11:44.800
<v Speaker 4>So like your kid and millions like them were at

0:11:44.840 --> 0:11:46.760
<v Speaker 4>the top of my mind when I was writing Math Mind.

0:11:47.120 --> 0:11:50.920
<v Speaker 4>And we have a system and it's it's a strange

0:11:50.960 --> 0:11:54.800
<v Speaker 4>one where we actually spend billions of dollars educating millions

0:11:54.800 --> 0:11:55.920
<v Speaker 4>of kids by sorting.

0:11:56.640 --> 0:11:57.440
<v Speaker 5>So we're trying to.

0:11:57.320 --> 0:12:00.000
<v Speaker 4>Find the math kids, not just teach all kids math,

0:12:00.080 --> 0:12:01.880
<v Speaker 4>which is what is happening in other countries.

0:12:02.200 --> 0:12:03.920
<v Speaker 5>And kids aren't dumb, right.

0:12:03.800 --> 0:12:05.880
<v Speaker 4>So you can say whatever you want put like, you know,

0:12:06.200 --> 0:12:09.600
<v Speaker 4>nice things on posters, like you know, making mistakes is

0:12:09.679 --> 0:12:12.480
<v Speaker 4>okay or whatever, but they know what's actually going on.

0:12:13.000 --> 0:12:15.760
<v Speaker 4>And what's going on is that the way we teach

0:12:15.960 --> 0:12:19.320
<v Speaker 4>in mathematics is it's a test to see if you

0:12:19.360 --> 0:12:22.720
<v Speaker 4>have that rare genetic material to be able to do math,

0:12:23.080 --> 0:12:25.360
<v Speaker 4>and every day you can fail the test. So, by

0:12:25.360 --> 0:12:27.800
<v Speaker 4>the way, even kids who are in the honors class,

0:12:27.800 --> 0:12:30.960
<v Speaker 4>they're not feeling really good either. Everyone is feeling uncomfortable.

0:12:31.000 --> 0:12:34.599
<v Speaker 4>Everyone is feeling like there's this scarce, rare genetic in

0:12:34.679 --> 0:12:37.120
<v Speaker 4>more material, but it's completely not born out in science.

0:12:37.400 --> 0:12:40.920
<v Speaker 4>Babies as young as two weeks old understand quantities. Pigeons

0:12:41.000 --> 0:12:43.360
<v Speaker 4>can count, so con dolphins, And so we just have

0:12:43.400 --> 0:12:46.440
<v Speaker 4>to relax because we can all do math. And what

0:12:46.480 --> 0:12:49.400
<v Speaker 4>I'd say is that doesn't mean that kids who have

0:12:49.440 --> 0:12:52.560
<v Speaker 4>a deep passion for mathematics shouldn't be able to accelerate ahead.

0:12:52.760 --> 0:12:55.400
<v Speaker 4>If you have a deep passion for writing or journalism,

0:12:55.440 --> 0:12:57.960
<v Speaker 4>you should be able to accelerate ahead. But that doesn't

0:12:57.960 --> 0:13:01.080
<v Speaker 4>mean because you accelerate ahead that I shouldn't get to

0:13:01.120 --> 0:13:05.520
<v Speaker 4>have really fun and challenging writing opportunities. And so we

0:13:05.600 --> 0:13:07.960
<v Speaker 4>don't have to put those things in opposition, and we

0:13:08.080 --> 0:13:10.440
<v Speaker 4>don't in other fields of knowledge, but we just do

0:13:10.559 --> 0:13:13.439
<v Speaker 4>it in math. I would just say it's crazy and

0:13:13.840 --> 0:13:14.360
<v Speaker 4>we could.

0:13:14.240 --> 0:13:14.959
<v Speaker 5>Just all stop.

0:13:16.000 --> 0:13:19.560
<v Speaker 3>I want to know what the system is that you developed,

0:13:19.640 --> 0:13:22.800
<v Speaker 3>or that Zern developed. I read that you guys have

0:13:22.880 --> 0:13:27.480
<v Speaker 3>a system that one in four elementary school kids use,

0:13:27.840 --> 0:13:30.040
<v Speaker 3>and I don't know like half of middle schoolers use,

0:13:31.320 --> 0:13:34.160
<v Speaker 3>which made me curious, like, what is it? What is

0:13:34.200 --> 0:13:38.439
<v Speaker 3>it like a program? Do you have materials for teachers?

0:13:38.600 --> 0:13:40.680
<v Speaker 3>Is it like you know, tricks?

0:13:40.720 --> 0:13:41.160
<v Speaker 1>What is it?

0:13:42.280 --> 0:13:46.120
<v Speaker 4>Yeah, so it's a million middle school kids, but the

0:13:47.360 --> 0:13:48.959
<v Speaker 4>think about so those a way I'd like to think

0:13:49.000 --> 0:13:53.280
<v Speaker 4>about Zern. There's a really famous mathematician who describes our

0:13:53.320 --> 0:13:55.640
<v Speaker 4>problem in middle school math in America, and he says,

0:13:55.920 --> 0:13:58.360
<v Speaker 4>kids walk out of class every day like ten to

0:13:58.400 --> 0:14:01.280
<v Speaker 4>twenty minutes behind in terms of confusion. Now we make

0:14:01.320 --> 0:14:04.040
<v Speaker 4>that a big catastrophe, but that's all. They're just ten

0:14:04.040 --> 0:14:06.400
<v Speaker 4>to twenty minutes behind. And if we could support them

0:14:06.800 --> 0:14:09.520
<v Speaker 4>in their homework or with just ten to twenty minutes

0:14:09.559 --> 0:14:12.480
<v Speaker 4>of additional input, then they would get it. It would click,

0:14:12.640 --> 0:14:14.600
<v Speaker 4>you know, you get that aha moment in your brain.

0:14:15.160 --> 0:14:18.520
<v Speaker 4>And so think of ZERN as that digital compliment. It's

0:14:18.520 --> 0:14:21.000
<v Speaker 4>the ten to twenty minutes every day for teachers or

0:14:21.000 --> 0:14:24.000
<v Speaker 4>for families, and unzerned dot org it's free for teachers

0:14:24.040 --> 0:14:28.480
<v Speaker 4>or families, and so we provide that ten to twenty minutes.

0:14:28.520 --> 0:14:31.040
<v Speaker 4>I think some of the secret sauce of ZERN is

0:14:32.000 --> 0:14:37.400
<v Speaker 4>the pictures, gifts, visualizations, you know, when we're teaching. So

0:14:37.720 --> 0:14:42.400
<v Speaker 4>for example, when we're teaching a fraction bigger than one hole,

0:14:42.560 --> 0:14:47.120
<v Speaker 4>so eight forts, like what does that even mean? On screen,

0:14:47.360 --> 0:14:51.080
<v Speaker 4>the teacher will cut two oranges into forts and you

0:14:51.080 --> 0:14:54.720
<v Speaker 4>can see, well, it's two oranges and they're cut into

0:14:54.720 --> 0:14:56.480
<v Speaker 4>four pieces, so that there's eight pieces.

0:14:56.920 --> 0:14:58.120
<v Speaker 5>And so it moves it.

0:14:58.080 --> 0:15:01.760
<v Speaker 4>From really abstract, no really knows what a force means

0:15:01.800 --> 0:15:04.920
<v Speaker 4>in third grade to being extremely concrete. Everybody understands two

0:15:04.920 --> 0:15:07.960
<v Speaker 4>orange just cut into four pieces, and so that that's

0:15:08.000 --> 0:15:09.480
<v Speaker 4>how we're trying to support kids.

0:15:09.720 --> 0:15:12.680
<v Speaker 1>Shel any I wonder AI artificial intelligence. Do you think

0:15:12.680 --> 0:15:14.040
<v Speaker 1>that's going to be a good or bad thing for

0:15:14.080 --> 0:15:14.640
<v Speaker 1>the world of math.

0:15:14.760 --> 0:15:16.680
<v Speaker 3>Ya, do we need math? We have iPhones and.

0:15:16.800 --> 0:15:19.120
<v Speaker 1>We've talked with Sacon about a lot of this in

0:15:19.200 --> 0:15:20.320
<v Speaker 1>terms of what he's doing.

0:15:20.400 --> 0:15:22.960
<v Speaker 3>And I'm just going to ask, Yeah, con Academy like

0:15:23.000 --> 0:15:25.600
<v Speaker 3>a competitor or I mean, you're not for profit, So

0:15:25.680 --> 0:15:26.560
<v Speaker 3>what do you think about that?

0:15:27.320 --> 0:15:29.160
<v Speaker 4>Yeah, I mean so I would say, there's only two

0:15:29.200 --> 0:15:31.040
<v Speaker 4>sites I let my I have thirteen year old twin boys,

0:15:31.080 --> 0:15:31.600
<v Speaker 4>only two sites.

0:15:31.640 --> 0:15:34.760
<v Speaker 5>I let my kids on con Academy and Zern.

0:15:35.160 --> 0:15:37.960
<v Speaker 4>And I know sales kids have played with Zern and

0:15:38.000 --> 0:15:40.720
<v Speaker 4>I think it's really outstanding. And he does similar things

0:15:40.800 --> 0:15:44.880
<v Speaker 4>with visualizations and videos. And you know, we're both nonprofits

0:15:44.920 --> 0:15:47.640
<v Speaker 4>just trying to put the best education we can up

0:15:47.720 --> 0:15:51.440
<v Speaker 4>online for free for everyone. You know, I think that

0:15:51.560 --> 0:15:54.880
<v Speaker 4>with regard to AI, I don't know. I have no ability,

0:15:54.920 --> 0:15:56.920
<v Speaker 4>no expertise, and no ability to predict where the world

0:15:56.960 --> 0:15:59.960
<v Speaker 4>will go. But I'll say this, which is it makes

0:16:00.000 --> 0:16:03.600
<v Speaker 4>does it seem like math is more important? And the

0:16:03.640 --> 0:16:06.680
<v Speaker 4>reason for that is like today, in today's world, the

0:16:06.720 --> 0:16:10.320
<v Speaker 4>single biggest predictor of getting through high school into college,

0:16:10.400 --> 0:16:13.520
<v Speaker 4>graduating college, and then having a massive effect in the

0:16:13.560 --> 0:16:17.160
<v Speaker 4>sum of millions of dollars on lifetime earnings. Is algebra

0:16:17.320 --> 0:16:22.040
<v Speaker 4>completion just that algebra completion in your K twelve experience.

0:16:22.640 --> 0:16:24.720
<v Speaker 4>And so if that's what's happening today in the world

0:16:24.760 --> 0:16:27.080
<v Speaker 4>of jobs today, think about what happens in the future

0:16:27.640 --> 0:16:31.200
<v Speaker 4>as numerous y and math skills become more and more

0:16:31.240 --> 0:16:33.960
<v Speaker 4>expected and more and more part of every job. We

0:16:34.000 --> 0:16:36.560
<v Speaker 4>already see stem jobs mixing together. We used to think

0:16:36.600 --> 0:16:39.280
<v Speaker 4>stem jobs were you became an electrical engineer, you became

0:16:39.320 --> 0:16:40.400
<v Speaker 4>a computer scientist.

0:16:40.840 --> 0:16:41.520
<v Speaker 5>Not the case.

0:16:41.920 --> 0:16:45.080
<v Speaker 4>Lots of folks who are majoring in history are actually

0:16:45.120 --> 0:16:46.400
<v Speaker 4>out there doing STEM jobs.

0:16:47.800 --> 0:16:50.920
<v Speaker 1>This was really fun and I feel like any of us, well,

0:16:51.040 --> 0:16:55.280
<v Speaker 1>I think you certainly much of adults you resonated with,

0:16:55.360 --> 0:16:57.240
<v Speaker 1>and of us you have kids. It definitely resonate.

0:16:57.280 --> 0:16:59.600
<v Speaker 3>We had twenty seconds left. Who did it better? Teaching

0:16:59.640 --> 0:17:02.280
<v Speaker 3>math at the university level? Brown or Harvard.

0:17:04.119 --> 0:17:04.439
<v Speaker 5>Brown?

0:17:05.560 --> 0:17:09.320
<v Speaker 1>Ooh, well done, well done, Sheliny, Thank you so much,

0:17:09.359 --> 0:17:12.320
<v Speaker 1>good luck. Look forward to catching up with you again

0:17:12.480 --> 0:17:15.359
<v Speaker 1>in the future. Shelony Sharma, she's CEO co founder of

0:17:15.400 --> 0:17:19.400
<v Speaker 1>the nonprofit educational software organization ZERN. Her new book check

0:17:19.440 --> 0:17:22.119
<v Speaker 1>it out. It is entitled Mathmind, The Simple Path to

0:17:22.280 --> 0:17:25.280
<v Speaker 1>Loving Math cracking the numeracy code for everyone who has

0:17:25.280 --> 0:17:26.600
<v Speaker 1>ever thought they were bad at math.

0:17:27.720 --> 0:17:28.919
<v Speaker 3>Cool, very cool.

0:17:29.280 --> 0:17:29.719
<v Speaker 1>I love it.

0:17:29.760 --> 0:17:30.760
<v Speaker 3>I love I love math.

0:17:30.840 --> 0:17:33.520
<v Speaker 1>I do truly I love math too. All Right, everybody,

0:17:33.520 --> 0:17:34.400
<v Speaker 1>This is Bloomberg.

0:17:34.760 --> 0:17:37.960
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0:17:38.200 --> 0:17:41.520
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