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Jess Brooks (she/her): Good morning.

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Jess Brooks (she/her): It is currently at 1030 and I know that I often start on time and I know my students appreciate that i'll leave this.

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Jess Brooks (she/her): room open if anyone's joining us late but i'm gonna introduce myself give you an overview of what we're going to be talking about and.

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Jess Brooks (she/her): tell you that CARA Lee who was going to be presenting with me, as unfortunately sick today so it's just me i'll do my best to answer all your questions that I can but I might not know all of the answers.

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Jess Brooks (she/her): So welcome everyone, I hope you are all having a good day.

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Jess Brooks (she/her): Well, today i'm going to be talking to you about a math and society textbook and earlier and that we created and.

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Jess Brooks (she/her): And some of the culturally responsive features within that textbook my name is jess brooks I use she her hers pronouns I teach at PCC portland Community college in southeast portland.

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Jess Brooks (she/her): Hello.

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Jess Brooks (she/her): Hope you all, are doing well okay so Oh, we had a.

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Jess Brooks (she/her): problem that we wanted to have solved so i'm going to talk to you about what that problem was for us.

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Jess Brooks (she/her): And we went through a particular process in making this textbook and you can see an image of it to the right.

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Jess Brooks (she/her): And i'm going to show talk you through what that product looks like and what the book looks like what some of the features are the chapters are.

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Jess Brooks (she/her): i'm going to give you a few before and after examples on how we went about editing our textbook and what we were trying to do.

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Jess Brooks (she/her): And I will give you some time to work in a breakout room by looking through some of our ancillary materials and, at the very end, there should be enough time for some questions.

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Jess Brooks (she/her): If you would please could you respond to a two questions survey I just put it in the chat.

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Jess Brooks (she/her): And it's basically who you are, and if you're looking for a particular thing from this.

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Jess Brooks (she/her): presentation, so I just put that in the chat i'll give you a second to fill that out.

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Jess Brooks (she/her): Oh.

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CGCC Pam Morse: there's no permission permission.

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Jess Brooks (she/her): Fair enough i'm not okay.

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Jess Brooks (she/her): Then let me just ask you there's only eight of us here right now the questions were are you interested in adopting this only are or ancillary materials or are you here to learn about the process of writing your own ocr.

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Jess Brooks (she/her): And what is your role, are you currently a math 105 instructor are you a student or an instructor of another class, you can respond in the chat with that or if you're comfortable you could respond verbally.

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Jess Brooks (she/her): Right is.

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CGCC Pam Morse: i'm not afraid to.

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Emily?s iPhone: offer something up.

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Jess Brooks (she/her): Oh, thank you.

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CGCC Pam Morse: Oh.

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CGCC Pam Morse: So i'll go first I have taught one of five we use an ocr but I.

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CGCC Pam Morse: don't know if the person who's been teaching it uses a book but i'm interested in seeing what other schools are doing.

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Jess Brooks (she/her): Okay, great Thank you.

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Emily?s iPhone: My name is Emily i'll send the i'm.

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Emily?s iPhone: math FTC and instructor at the rock creek campus at PCC and I I haven't taught math 105 before, but I think.

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Emily?s iPhone: I may teach it at some point in the future and i'm also just wanting to as I i've been finding myself needing to sell this class to other instructors, as we have sections that come available and so i'm just curious about the materials used for the course.

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Jess Brooks (she/her): Thank you so much.

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Jess Brooks (she/her): And i've got a few folks responding in the chat so thank you and some folks are interested in adopting the product at lane Community college.

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Jess Brooks (she/her): yeah great and we have someone who's teaching a similar course using open stacks.

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Jess Brooks (she/her): At the moment.

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Jess Brooks (she/her): Okay, thank you for sharing while you're here, I appreciate it okay.

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Jess Brooks (she/her): So.

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Jess Brooks (she/her): If there's anyone else that wants to share.

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Jess Brooks (she/her): Give me a moment.

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Irene: I just really quick my name and I work at PCC rock creek as well, and I just i'm interested in this just just as a we we have a book that we use for our math literacy path work 5898.

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Irene: And it's super expensive and I get 98 and I just think it would be nice to have an alternative, maybe as a precursor to this i'm just here to kind of see what it looks like.

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Jess Brooks (she/her): yeah I agree, let me know if you end up doing that.

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Jess Brooks (she/her): And that kind of leads us really nicely into the problem.

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Jess Brooks (she/her): That we wanted to have solved for 105 the old textbook that we were using was using and understanding mathematics a quantitative approach, I think it was by Pearson.

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Jess Brooks (she/her): And it was costly to our students was $135 the textbook and I found as an instructor a lot of my students were not buying the textbook and so to get around that I was trying to put a lot of questions.

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Jess Brooks (she/her): On an open source platform that were related to what we were covering and they they just didn't have the full resource available to them, the number of my students didn't and we were only using about a third of the book, there were three.

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Jess Brooks (she/her): main topics that we were using and then there's some instructor choice topics that were allowed within.

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Jess Brooks (she/her): and

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Jess Brooks (she/her): While the book that we were using had a lot of the instructor choice sections, it still didn't seem worth it to us, or for our students to be spending that type of money.

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Jess Brooks (she/her): We also found that if we wrote our own textbook we could be more representative of our students and do some culturally responsive work that we you know all.

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Jess Brooks (she/her): are trying to do a better job at, and so it was a good opportunity and that was the problem that we were working on and we had a really good foundation to start with David lippmann.

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Jess Brooks (she/her): Has a variety of open source textbooks that he has started, and one of them is math in society, and you can see an image there to the right.

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Jess Brooks (she/her): A survey of math medics for liberal arts majors it has an open license of CC be why essay and I didn't know what that meant.

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Jess Brooks (she/her): Originally, but I have since learned that that means creative commons attribution share alike license which is.

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Jess Brooks (she/her): Saying that you can take this work, and you can edit it as long as you when you are done are sharing that work and you're not doing it to make a profit that you're allowing other people to continue that editing.

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Jess Brooks (she/her): So what we did was we took his work, and we are trying to just you know, keep keep the ball rolling building upon that work that he had done, and so our book also has that same licensing and so it's available to whoever wants to continue making this book their own.

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Jess Brooks (she/her): We also got a two grants from open Oregon and the first grant allowed for the four of us to create the like to do the initial editing and then get another round of grants that i'll talk to you about.

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Jess Brooks (she/her): And again, our main focus was on our students and making sure the content in the book was the content that we were specifically going to be covering in our class so is really tailored to what we're doing at PCC.

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Jess Brooks (she/her): In the summer of 2018 we got that first grant our lead CARA Lee who unfortunately can't be here today.

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Jess Brooks (she/her): Organized us and got and did the initial writing of the grant there were four of us that main summer I was one of the instructors and we work together as Chapter authors.

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Jess Brooks (she/her): And co authors and what that would look like is, we would meet every other week throughout that summer, each of us taking one of the.

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Jess Brooks (she/her): units and editing it or if a unit was missing writing it from scratch, and then we would pass it off to the next person.

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Jess Brooks (she/her): And I found it was really good professional development, for me, I was a new instructor at PCC at the time, and it was a good way for me to really like dive right into the curriculum and to get to know it really, really well.

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Jess Brooks (she/her): And I also really appreciate it, working with my colleagues in this way.

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Jess Brooks (she/her): The.

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Jess Brooks (she/her): Other thing that was important for this group to work well, was not to have a whole lot of ego around my work, because I, the idea of it being open source and editable.

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Jess Brooks (she/her): Is that if I write something, and someone else thinks that they could write it better or improve upon it it's fine like I gotta let that go that chapter, even though I think I did a good job on.

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Jess Brooks (she/her): is still there for someone else to do a better job on so that wasn't that wasn't those good for all of us, and then after we created the initial version it got piloted between 2018 and 2020.

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Jess Brooks (she/her): And it was at that point taken to the next round of editing where a larger team of instructors reviewed the work and edited the questions.

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Jess Brooks (she/her): And added more questions and solutions at the end of each chapter, we also coded it into pre text which really helps its accessibility and allows it to be available on a PDF version.

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Jess Brooks (she/her): And i'll let you look at that in a moment, and in the fall of 2020 it was adopted by all of PCC and we've had it run a total of 145 times.

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Jess Brooks (she/her): And we've saved i'm really impressed with this number a little over 320 $5,000 for students.

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Jess Brooks (she/her): and also in the summer of 2020 we made sure that the my open math, which is an open source homework platform was in line with our textbook that it was covering the same material, and I will show you that platform as well today that was our outline of what we did.

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Jess Brooks (she/her): And then we have some culturally responsive elements that I want to highlight in this time that we have today, but I also want to tell you that the four main chapters that we.

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Jess Brooks (she/her): focused on, and this was because of our course content and outcomes a CC oh geez that we have we have logic and sets financial math statistics probability and.

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Jess Brooks (she/her): A choice chapter that's really popular with a lot of our instructors is the democracy chapter, so we included that in our main book.

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Jess Brooks (she/her): It was important to everyone who is working on this, that we did our best to make the book culturally responsive.

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Jess Brooks (she/her): And our main goal is for our students to see themselves in the book, we included stories of mathematicians and economists and that had been traditionally underrepresented, we include local places and cultures and diverse names throughout the book.

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Jess Brooks (she/her): We have questions and examples that use the them pronouns and have same sex couples in the democracy chapter, we include the native American genocide and slavery and emphasize names of civil rights leaders and African Americans who were killed by COPs.

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Jess Brooks (she/her): And we are trying to make it relevant and accessible emphasizing the use of technology and conceptual understanding.

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Jess Brooks (she/her): And having our students really focus on the communication and their justification of what's going on over wrote calculation calculations not over calculations y'all know what I mean.

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Jess Brooks (she/her): Sorry, and then.

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Jess Brooks (she/her): When we do that it gives us students have multiple pathways to approach a question which really for my students makes them feel.

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Jess Brooks (she/her): Like they can do math because a lot of them come into this class, with a little bit of math anxiety and.

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Jess Brooks (she/her): They find this class to be refreshing and a lot of ways, I really enjoy teaching this class and i've found that many of my students enjoy taking it and I like that the book matches my teaching style and a lot of what my students are looking for in a math class.

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Jess Brooks (she/her): So i'm going to show you a few of these examples.

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Jess Brooks (she/her): All right, and so this is at the beginning of every unit, we include a biography of an under represented mathematician.

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Jess Brooks (she/her): or economist, who has contributed to the topics being covered in that unit so, for instance, we have in our first unit, which is on logic.

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Jess Brooks (she/her): And so, in logic, we cover sets and set diagrams and things like that, so we included Dr Jonathan farley who had done work on personally ordered sets at the beginning of that chapter.

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Jess Brooks (she/her): and students don't necessarily read the biographies when they're reading the chapter, they can skip over them but it's there and it can be incorporated into the class and you can highlight that as an instructor.

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Jess Brooks (she/her): When we are using names I can give you this resource is.

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Jess Brooks (she/her): see if I can copy it from here, well, I can that makes me go ahead with next slide i'll put it in the chat at the end.

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Jess Brooks (she/her): there's a good resource called behind the name and it helps us if we're trying to figure out a diverse name that we're trying to use.

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Jess Brooks (she/her): Kara shared a story that was pretty meaningful in her class in which a student in amen who had a story problem that they were covering in class.

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Jess Brooks (she/her): And exclaimed with delight and surprise the tool is my sister's name and petula was the name being used in the store problem.

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Jess Brooks (she/her): And so we found that by using a diverse set of names and names of our students and names that are coming up in our communities, we are celebrating and acknowledging their presence in our communities and as part of our learners.

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Jess Brooks (she/her): So we also have a few examples of the one in the bottom right corner is from our my open math homework problem set and the the ones that have the numbers in front of them, the 1714 and 16 art from in the textbook.

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Jess Brooks (she/her): We are also wanting to include a diversity of pronouns and gender and sexual orientations.

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Jess Brooks (she/her): For instance, that top two examples are from our chapter on income tax, we have phyllis and Gladys who are married filing jointly and a free who uses the them pronouns.

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Jess Brooks (she/her): And the logic unit students are asked to identify arguments as inductive or deductive and to judge those arguments, so in that lower example, you can see that kieran is collecting data on their female non binary and male friends.

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Jess Brooks (she/her): This effort to be more inclusive and our language has really been appreciated by our students who often mention that effort and are you know i've seen them like celebrate it in some ways in class, they will like.

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Jess Brooks (she/her): breath like reference it in class and it does help really does like it allows for a little bit more openness and communication in the class.

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Jess Brooks (she/her): And then, in that democracy chapter that I mentioned.

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Jess Brooks (she/her): We are going to.

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Jess Brooks (she/her): Study math that.

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Jess Brooks (she/her): is used in counting and portion that and oftentimes when textbooks do this they don't always acknowledge the things that are.

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Jess Brooks (she/her): Important to the founding of our nation, so we acknowledge the native American genocide in this chapter and the race based chattel slavery and those are things often left out in the math text.

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Jess Brooks (she/her): Now we also include this history to show how racist policies laws and practices like segregation racial profiling police brutality mass incarceration redlining and voter suppression continue to this day, to limit.

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Jess Brooks (she/her): The freedom sprites and economic prospects of them Native Americans African Americans and then with the coded pandemic occurring right, as we were editing this book.

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Jess Brooks (she/her): And the death of George fluid by a police officer there's been a greater awareness of systematic racism than ever before.

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Jess Brooks (she/her): And so you can see, and, for instance, the example 512 we're talking about George floyd.

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Jess Brooks (she/her): And we're also going to be talking at the end of the question about the hamiltonian voting method, and so the counties are the names of African Americans who've been killed by the police, and when we talk about an introduced the hamiltonian method.

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Jess Brooks (she/her): we're going to not just say here's this method here's the math we're going to talk about who Hamilton was and what was his relationship to sleep free and try to paint the full picture of what's going on and so we're trying to get more than just the math into this textbook.

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Jess Brooks (she/her): We want to make our questions as relevant as we can, for our students and when I get to the question.

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Jess Brooks (she/her): Above about Teresa I always tell my students, that this is about my mom and she was trying to work on budgeting and she wanted to retire so.

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Jess Brooks (she/her): She wanted to buy a new car, at the same time, and I, and I lay the groundwork she like she wants the backup feature, but she only has so much money saved and so they have to work through well, what is the loan.

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Jess Brooks (she/her): amount and then which one of these loans is the best for her and so there's not like a clear cut.

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Jess Brooks (she/her): answer and sometimes it it's like one of those it depends situations and so that gives the students, an opportunity to bring their own.

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Jess Brooks (she/her): math their own understanding their own life experiences into the conversation, and we can talk about what the monthly payments are going to be, but we can also talk about well is can she afford that monthly payment, so there is that opportunity for talking about.

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Jess Brooks (she/her): All of the things that could happen and.

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Jess Brooks (she/her): That we also have examples that are local so mentioned portland Community college or Oregon in many of our examples, and we will bring up examples that are relevant to our students so we'll talk about.

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Jess Brooks (she/her): graphs being manipulated and we'll use the topic of same sex marriage as a way of seeing how you can.

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Jess Brooks (she/her): manipulate the y axis and then, why would someone want to do that what is their if they're showing graph a power they trying to.

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Jess Brooks (she/her): push persuade you compared to showing graph be.

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Jess Brooks (she/her): In our use of technology.

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Jess Brooks (she/her): we're inviting multiple methods to approach, mathematics and problem solving it prioritises making sense of mathematics over everyone showing work and exactly the same way.

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Jess Brooks (she/her): This invite students who come to this class with a diverse mathematical background to share their process and engage in math.

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Jess Brooks (she/her): I, for instance, right now, have a student who's completely blind and following the algebraic formula for alone.

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Jess Brooks (she/her): is really onerous However, we can also use the spreadsheet method and that.

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Jess Brooks (she/her): Is that is a method that is working really, really well so for some of my students, they prefer the algebraic method and some of my students are preferring the spreadsheet method of finding monthly payments and.

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Jess Brooks (she/her): The great thing in this class is both of that both of those methods are just fine can do they can they.

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Jess Brooks (she/her): justify their work and they show their work, and then they can talk back and forth about their various methods and share it with each other so there's not just one way and sometimes there's not just one answer so.

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Jess Brooks (she/her): i'm going to show you a few before and after questions so you can see how we engaged in this process, but top box is a before example where it says.

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Jess Brooks (she/her): We have an orientation on my open math where you're supposed to get used to the homework platform and see a variety of the types of questions we might be asking.

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Jess Brooks (she/her): And so, this is an example of a matching question where they're supposed to match and dog with our but we can't assume that all of our students are coming into our math class being English language.

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Jess Brooks (she/her): proficiency and so we've changed it to put everyone on kind of the same playing field and also to celebrate all of the different languages that are spoken so below we've changed it from dog says rf to.

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Jess Brooks (she/her): match, yes, with which one which one of these is yes, and then we are bringing in all of the knowledge that is in our classroom so matching hello, and welcome with all on so forth.

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Jess Brooks (she/her): And here's another one oh, we were given finished the sentence twinkle twinkle little and a lot of folks would say star.

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Jess Brooks (she/her): But instead we are going to deep prioritize that dominant culture like we all know, the same sort of stuff and make it more relevant to our students, so we changed that question to open your textbook.

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Jess Brooks (she/her): To this section and find the first word so we're going to prioritize relevance with our questions and resources and the things that are going to make our students successful in the course.

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Jess Brooks (she/her): here's another example of a way in which we edited some questions of the original question, says the graph below shows the change in median income of females.

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Jess Brooks (she/her): All we did there was we changed it to people who identify as female.

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Jess Brooks (she/her): And you can see, below that the title on the graph doesn't match our new language, and so one thing that is definitely true about our work.

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Jess Brooks (she/her): Is that this is work that we're still doing and it's undone, it still needs work in a lot of places, but this is what we're trying to do, and the reason why.

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Jess Brooks (she/her): it's not done in the the graph below is I don't know the coding to change the picture I know I know how to change the language in the question, but i'm still learning about how to change the language and an image.

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Jess Brooks (she/her): Okay, that was a lot of me talking so now i'm gonna give us an opportunity to look at some of the materials that I that we have for you.

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Jess Brooks (she/her): Okay i'm gonna share in the chat link to our textbook a link to our ancillary materials and the my open math Shell and the my open math Shell there's a picture of it over here to the right is the online platform that you can access right now, as a student by.

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Jess Brooks (she/her): Making an account and entering this course ID and if you do that, you can see, all of the questions that we've written.

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Jess Brooks (she/her): Also in the textbook at the beginning of every chapter, there are videos of it, I think Kara teaching that chapter.

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Jess Brooks (she/her): And so there's a video lectures available to you in the resource folder that i'm going to share.

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Jess Brooks (she/her): there's guided notes for those videos group work that's already created and answers to the odd questions in the textbook.

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Jess Brooks (she/her): And the nice thing for me as an instructor about the my open math show.

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Jess Brooks (she/her): Is a grades students immediately gives them feedback at the all of the questions are have numbers and then that are randomly generated so it allows my students to.

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Jess Brooks (she/her): Talk and work together without just saying Oh, the answers five, and so they can talk about their process and share that process there's a forum feature for students, so that they can talk back and.

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Jess Brooks (she/her): forth about how to approach a question and, and I can edit those questions really easily as an instructor and because it's Open Source any instructor can take the Shell that we've created and make it their own.

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Jess Brooks (she/her): Okay, so let me go ahead and give you some of those resources now.

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Jess Brooks (she/her): Okay, and hopefully.

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Jess Brooks (she/her): The share settings are set up, if not, I will see I had what I can do there.

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and

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hey.

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Jess Brooks (she/her): The first.

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Jess Brooks (she/her): link.

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Jess Brooks (she/her): Is the textbook know the first link is the resource folder.

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Jess Brooks (she/her): Could someone, let me know if they can get in there, or if the share settings are also blocked for that, yes, it worked good I had someone working on that, while we were doing this right now great the second link is to my open math.

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Jess Brooks (she/her): The third link might be to the resource folder again might have I might have copy things twice.

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Okay.

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Jess Brooks (she/her): So there are about 14 of us in here so i'm gonna put you into breakout rooms right now for you to talk to each other and see and work look at some of this material.

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Jess Brooks (she/her): And we'll come back in here and about 10 minutes for questions and I will join you in your breakout rooms.

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Jess Brooks (she/her): there'll be about four folks per room.

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Gary (he/him) Brittsan: Just you're muted we can't hear you.

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Jess Brooks (she/her): That well that makes sense.

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Jess Brooks (she/her): I was saying, smart things don't work.

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Jess Brooks (she/her): Welcome back and open this now up to a group questions that y'all have, and if you, if I don't know the answer Maybe someone else can jump in and answer a question for me.

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Jess Brooks (she/her): But we were talking in some of the groups around the structure and whether this lends itself well to a flip structure.

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Jess Brooks (she/her): Or how do you do the various.

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Jess Brooks (she/her): Use the videos or the notes, but if there's any question that I could answer right now be happy to answer it.

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Jessica Knoch: I have a question i'm assuming you don't mind if we immediately start sharing this with all of our colleagues and talking about adopting it and things like that right.

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Jess Brooks (she/her): That would be great.

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Jessica Knoch: Do you have any plans to continue this work with other like maybe 243 or or other courses.

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Jess Brooks (she/her): That that's a good question I would jump.

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Jess Brooks (she/her): into a group that wanted to do that or a group that was trying to get the math and 5898 to do a similar.

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Jess Brooks (she/her): thing, but I i'm a joiner.

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Jess Brooks (she/her): yeah I like saying yes to things but I don't have plans myself, no, it was a great experience I recommend anyone who it gets the opportunity to take it if they are going to work with a group.

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Jess Brooks (she/her): Is this session supposed to be over at 1115.

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Jess Brooks (she/her): It is OK, I got a thumbs up alright, so we have four more question.

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Jess Brooks (she/her): Four more minutes for questions.

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Jess Brooks (she/her): I can just tell you.

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Henry Mesa: What advice would you give somebody that's going to do this for the first time this course.

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Jess Brooks (she/her): um.

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Jess Brooks (she/her): I bring your excitement to it, I know that when I am enjoying what i'm teaching and I really do enjoy teaching this course my students also enjoy it and and.

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Jess Brooks (she/her): The a lot of my students come into this class because it's not in the traditional math sequence of.

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Jess Brooks (she/her): Sometimes, with preconceptions about what it is to do math and that they're not met people, and I really try to open up the ways in which math can be done and.

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Jess Brooks (she/her): Try to change that for them and usually by the middle of the of my time with them together the feeling has has shifted and it's it's a really positive working environment, with a groups are really helping each other out a lot.

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Jess Brooks (she/her): So yeah incorporate group work early and.

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Jess Brooks (she/her): Talk celebrate the variety of different ways, when you can that there is to do math.

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Henry Mesa: Thank you yeah.

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Jess Brooks (she/her): I also use, I mean there's a late passes I don't know if anyone's unfamiliar with my open math there's some nice flexibility.

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Jess Brooks (she/her): Within that program that you can work with.

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Jess Brooks (she/her): And that's that homework shell.

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Jess Brooks (she/her): yeah everything that we're sharing today, we want to be used, and if you make good edits, it is a work in progress it'd be great to share those edits back because.

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Jess Brooks (she/her): A lot some of the questions are the way we want them to be and a lot of the questions are still a work in progress, so if you see an opportunity it'd be great to keep keep the work going.

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Henry Mesa: How do you share, in other words, you know I could see that when you have like 25 people try and do alternate things, how does it, how does it share so it doesn't become.

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Henry Mesa: too confusing.

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Jess Brooks (she/her): yeah I assume that what would happen is, we would do a new version of the book and if what was being changed was the actual text.

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Jess Brooks (she/her): And within my open math.

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Jess Brooks (she/her): You can share by just making your question public as opposed to private.

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Henry Mesa: Thank you yeah.

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Jess Brooks (she/her): And if someone makes a new version of the book, you know send it our way, and you know, maybe your versions better and you just make sure that the creative commons license stayed you know intact.

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Henry Mesa: Well, I appreciate all the work you've done it looks amazing.

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Henry Mesa: I know a lot of sweat.

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Henry Mesa: A lot of it, you know everybody's time and effort went into this so it's it's amazing.

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Jess Brooks (she/her): It was a it was a great experience.

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Jess Brooks (she/her): So if anyone's considering doing something similar.

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Jess Brooks (she/her): yeah good luck, it is 1115 so the presentation is technically over if anyone has one on one questions.

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Jess Brooks (she/her): Or is having a hard time accessing the material stick around I can help you get that access or answer that question for the rest of you signing off, thank you for coming and have a great rest of your day.

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Irene: Thank you Jeff.

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Jess Brooks (she/her): Thank you.

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Jess Brooks (she/her): we're done.