I think that's wonderful, and I was happy to see that in the book.

Right.

Thank you.

Thank you.

I-- One thing that I really wanted to do was make...

So the math that I explore in the book is arithmetic, and I try to do it in a really conceptual way.

And one thing I didn't want to do, because my background being a professor who work with, uh, developmental math students, so students who are in college but are not taking college-level math, uh, they need to see-- They need to be not condescended to.

[laughs]

But I'm wondering if I'm right about that, or did you, do you relate to, on a personal level, some of this trauma and anxiety stuff?

Yeah, actually I do, and it's not from the early years.

So your, your, your guess is correct.

I did well in, in school in general.

I wasn't the star, superstar math student with perfect grades, but I did well.

Um, I took calculus in high school.

This was back in a day when not everybody was taking calculus in high school, and so this was a big deal, and I remember being able to see the next lesson from the lesson we were taking, and I'd ha- I'd walk up to my teacher, Ms. Pellegrino, and I'd say, "Hey, Ms. Pellegrino, is tomorrow we're gonna do blah, blah, blah, and blah, blah, blah?" And she was, like, astonished that I would be able to see the, to see the lessons, and she encouraged me to be a math major.

They do.