Room to Grow - a Math Podcast

In this episode of Room to Grow, Joanie and Curtis begin a season 5 series on the Mathematics Teaching Practices from NCTM’s Principles to Actions, celebrating it’s 10th anniversary. This month’s practice is “Facilitating Meaningful Mathematics Discourse.” Our hosts first identify what they mean by discourse and why it is important: that students are able to communicate their mathematical thinking in ways that others can clearly understand for the purpose of furthering their own mathematics learning. Next, Curtis and Joanie unpack how to get students talking in math class, a necessary condition for meaningful math discourse. Classroom culture is a key element to ensure that students feel safe and comfortable enough to share their mathematical thinking. Implied in this is that the teacher must hold themselves to precision of language as well, and should understand when to require precision from students and when to be more flexible with informal language. Finally, their conversation suggests that effective math discourse is not improvisational, but rather something teachers can and should plan for, and use as a strategy for an equitable classroom. Additional referenced content includes: · NCTM’s Principles to Actions · NCTM’s Taking Action series for grades K-5, grades 6-8, and grades 9-12 · Strategies for facilitating math discourse in the classroom · Latrenda Knighten, NCTM President’s message on Let’s Give Students the Gift of Time Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on X and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Joanie and Curtis reflect on their personal and professional experiences of 2024 and what they learned. Reflect – conferences, books, podcast guests. Thinking differently about teaching and learning math. Hope you’ll take the time to reflect and capture your own learning. Curtis and Joanie reference these episodes of Room to Grow which aired in 2024: · Teaching and Learning Math: Students’ Perspectives Part 1 (aired August 28, 2024) and Part 2 (aired September 17, 2024) · Routines for Supporting Student Thinking with Grace Kelemanik and Amy Lucenta (aired October 16, 2023) · Unleashing the Mathematical Brilliance of All Students with Rachel Lambert (aired April 10, 2023) · Balancing Instructional Modalities (aired March 12, 2024) · Asset-Based Teaching to Transform Math Class with Mike Steele and Joleigh Honey (aired October 15, 2024) · A Conversation with the National Teacher of the Year with Rebecka Peterson (aired February 13, 2024) · High School Mathematics Reimagined Revitalized and Relevant with Latrenda Knighten and Kevin Dykema (aired November 12, 2024) Additional referenced content includes: · The book Transform Your Math Class Using Asset-Based Teaching for Grades 6-12 · The work of Liping Ma, including her book Knowing and Teaching Elementary Mathematics · Rachel Lambert’s research and resources at mathematizing4all.com · Kevin Dykema’s President’s Message on Balancing Instructional Strategies in the Math Classroom · NCTM’s Reimagining High School Mathematics resources on the NCTM webpage Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomt

In this episode of Room to Grow, Joanie and Curtis speak with leaders of the National Council of Teachers of Mathematics (NCTM) about their recent publication, High School Mathematics Reimagined, Revitalized and Relevant. Latrenda Knighten, NCTM President and Kevin Dykema, NCTM Past-President share a great overview of how rethinking how and what we teach in high school math can be improved so that more students leave high school prepared. This preparation involves not only knowing more mathematics, but believing in their capability as math learners and in their preparation for whatever path they have chosen for themselves after graduating. The new “three Rs” of high school math build on NCTM’s previous high school publication, Catalyzing Change in High School Mathematics: Initiating Critical Conversations from 2018, and give practical examples and suggestions to engage students in mathematical and statistical modeling, make connections across major concepts, and using mathematical and statistical processes as a frame for student thinking. We encourage you to explore the resources below, referenced in this episode: o You can find NCTM’s webpage dedicated to supporting the book HERE o NCTM’s webinar about the book was recorded and is available to all HERE o More information about the Launch Years Pathways work out of the Charles A. Dana Center at the University of Texas at Austin can be found HERE o Guidelines for Assessment and Instruction in Statistics Education (GAISE) reports can be found HERE Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Joanie and Curtis speak with Mike Steele and Joleigh Honey, authors of the recently released book transform your math class using asset-based teaching for grades 6-12. The book and the conversation explore what is meant by “asset-based,” and why shifting to more asset-based approaches supports a broader range of learners. Mike and Joleigh unpack ideas around asset-based language, including, the language of mathematics, the language students use to talk about math, and the language educators use to talk about students. They also explore classroom and instructional routines, many of which are already in common use in classrooms, and how to ensure these routines fall more on the asset side of the continuum than on the deficit side. Finally, the conversation shifts to the larger educational structures that could benefit from a more asset-focused lens. We encourage you to explore the resources below, referenced in this episode: · Mike and Joleigh’s book, Tranform your math class using asset-based teaching for grades 6-12 can be found here · Learn more about Mike Steele here or here and about Joleigh Honey here or here · Mike and Joleigh both serve on the NCTM Board of Directors Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Joanie and Curtis continue their conversations with middle and high school students to gain their perspectives on learning math. Our hosts interviewed six students from grades 7-12 in three different sessions. Because all of these conversations were rich with great comments, this is the second of two episodes of Room to Grow devoted to these students’ perspectives; if you haven’t already listened to part 1, we encourage you to do so. Part 2 focuses on these students’ perceptions on asking questions in class and managing when they don’t understand, as well as their thoughts about homework. Once again, these students shared some really powerful ideas, and we hope they get you thinking! We encourage you to explore the resources below, referenced in this episode: · Riya’s Ramblings podcast – find on your favorite podcast platform or HERE on Apple Podcasts · Not the article Joanie mentioned, but some other great ideas for teaching students how to study Teaching Students to Use Evidence-Based Study StrategiesFive Ways to Teach Students the Skill of Active StudyingTeaching Your Students How to StudyNCTM resources related to homeworkIdeas for Assigning More Meaningful Math HomeworkDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Joanie and Curtis have conversations with middle and high school students to gain their perspectives on learning math. They interviewed six students from grades 7-12 in three different sessions. Because all of these conversations were rich with great comments, the next two episodes of Room to Grow will be devoted to these students’ perspectives. Part 1 focuses on what the students said their teachers do or don’t do in the classroom that supports their learning. We heard about the importance of being able to talk to others during class, to move around and actively engage students in the lesson, and understanding, supporting, and normalizing that students learn at different paces. Future episodes center on the conversations around homework and the importance of their teachers in forming their own mathematical identity and the culture of learning in the classroom. You may be surprised at how much you learn from these students. We encourage you to explore the resources below, referenced in this episode: HEREBlog postBlog postBlog postBlog postDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Joanie and Curtis continue their conversation from the Wisconsin Math Council’s annual conference. Wisconsin mathematics education leaders Mary Mooney and Lisa Hennessey share additional thoughts on the remaining pillars of their conference theme, A C.A.L.L. to Action, embracing the roles of Community, Advocacy, Leadership, and Learning. Additionally, we hear some questions from the session audience. If you haven’t already, be sure to go back and listen to the first episode, then enjoy this month’s conversation. We encourage you to explore the resources below, referenced in this episode: https://www.wismath.org/Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, we join our hosts at the Wisconsin Math Council’s annual conference. Wisconsin mathematics education leaders Mary Mooney and Lisa Hennessey join Curtis and Joanie for a discussion focused on the conference theme, A C.A.L.L. to Action, embracing the roles of Community, Advocacy, Leadership, and Learning. Due to the extended nature of this great conversation, this month’s episode features Community and Advocacy. Stay tuned for next month’s continuation of the conversation, focused on Leadership and Learning. We encourage you to explore the resources below, referenced in this episode: Wisconsin Mathematics Council: https://www.wismath.org/ Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, our hosts discuss ways to support student sense-making in teaching and learning mathematics. Building out on the ideas shared in Episode 3 of Room to Grow, Curtis and Joanie dive more deeply into what it means for students to “make sense of mathematics.” They discuss what it looks and sounds like when students are making sense, as opposed to just repeating back learned ideas, and consider which classroom structures and teacher moves might best support students’ sense-making. They acknowledge that sense-making is not more or less important than learning mathematical skills and fluency, but that it is a part of deep learning and of a student’s ability to generalize their understanding. As Peter Liljedahl says in Building Thinking Classrooms, “The goal of building thinking classrooms is not to find engaging tasks for students to think about. The goal of thinking classrooms is to build engaged students that are willing to think about any task.” We encourage you to explore the resources below, referenced in this episode: The Standards for Mathematical PracticeMath-ishbookwebsiteBuilding Thinking Classroomsblog postDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, our hosts look for the balance between instruction that is teacher-driven, traditional lecture-style, and inquiry-based, discovery-style lessons. They recognize the value of both types of teaching, understanding that there is a time in learning for both exploration and for direct and explicit teaching. The conversation offers explanation of what conditions may require different teaching strategies, based on the goals and content of the lesson as well as how students are responding to and progressing (or not) toward intended learning. The common theme between these approaches is student sense-making, and our hosts each share a personal example of taking opportunities to encourage sense-making in students. We encourage you to explore the resources below, referenced in this episode: https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Kevin-Dykema/Balancing-Instructional-Strategies-in-the-Math-Classroom/https://education.ti.com/en/t3-professional-development/for-teachers-and-teams/online-learning/on-demand-webinars/2016/building-concepts-foundations-for-success-in-expressions-and-equationshttps://curriculum.illustrativemathematics.org/MS/teachers/what_is_pbc.htmlDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, our hosts share conversation with Rebecka Peterson, the 2023 National Teacher of the Year (NTOY). Rebecka is a high school math teacher at Union High School in Tulsa, Oklahoma, on leave for the 2023-24 school year to fulfill her NTOY responsibilities. She views the NTOY not as an award, but rather a job, that of spokesperson and ambassador for the teaching profession. In this conversation, we learn about her teaching journey and the lessons she learned along the way that have shaped her focus in the classroom. She shares how she focuses on connections with students – connections to each other, to school, to the content, and to their communities. She reflects on current struggles facing math education systems, and her belief that choice could drive better student engagement, more student learning, and less teacher burnout. We encourage you to explore the resources below, referenced in this episode: HERE NCTM Handout Explore Mathematics by Sam ShahEnd-of-unit creative summary projectHERElink linkmedium.com/@rebeckapetersonDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others! Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on X (formerly Twitter) and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Curtis and Joanie consider ways to uncover how students are actually thinking about the mathematics they are learning. Using a real-life, recent incident between Curtis and his sixth grade son, our hosts consider the challenging fact that many students think that success in math class means figuring out what answer the teacher (or the computer program/app, or the back of the book) is looking for. They posit that when educators are always focused on the mathematics of the moment – what is being learned in a single lesson, week, or unit – we can focus students on the smaller grain size ideas instead of helping them to place their learning in the bigger picture of mathematics as a whole. As always, the episode recognizes that teachers work very hard at a very complex task: teaching young minds to deeply understand important mathematics! We encourage you to explore the resources below, referenced in this episode: “Listening to and Learning from Student Thinking,”Teaching Children Mathematics“Making Student Thinking Public,”The Mathematics Teacher,“Attending to Evidence of Students’ Thinking during Instruction,”Mathematics Teaching in the Middle SchoolThe Five Practices for Orchestrating Productive Mathematical Discussions Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, special guests Sandra Lightman and John Staley help Joanie and Curtis understand the Math Milestones. These one-page resources include 12-14 math tasks that provide a visualization of and engagement with the math standards of each grade. The Math Milestones tasks present grade level math, not as a list of standards or learning outcomes, but as a groups of math tasks, a language understood by teachers and students. The Math Milestones project was supported by Student Achievement Partners with Sandra and John as critical members of the team. The resources, available for free online, include a set of teacher notes that support using these tasks to better understand the math of each grade level, and to engage educators in conversations that get to the depth of the intended learning. Additional work is being done to provide “asset maps,” resources that allow educators to use student work and responses to the Math Milestones tasks to better understand and build upon students’ strengths. We encourage you to explore the resources below, referenced in this episode: HEREHEREHEREStudent Achievement PartnersDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Curtis and Joanie continue their conversation with Grace Kelemanik and Amy Lucenta. In follow-up to our previous episode, this conversation shifts to a focus on teachers and how the Reason Routines help them to be more effective with more students. We begin by talking about what makes teaching hard – including the fact that teachers make a million decisions every day in response to the students in the room and how they are engaging with the content; and that doesn’t even include the day-to-day challenges of interruptions, meetings, grading papers, and on and on! The routines are a support for teachers to use a structure for learning that frees them up to be responsive to the students in the moment. As we learned in the previous episode, the routines help teachers to (a) focus on student thinking, (b) get out of the middle of learning, and (c) support students’ productive struggle. These concrete strategies engage all learners in mathematical thinking, supporting special populations from the start rather than requiring an additional set of approaches to support them. Additionally, the routines create student agency in mathematics, providing ways for students to listen to, engage with, and learn from one another. We encourage you to explore the resources below, referenced in this episode: Routines for ReasoningTeaching for Thinking.Connecting RepresentationsConnecting Representationsthis classroom video.Be sure to go back and listen to Part 1 of this conversation if you haven’t already!! Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com . Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Grace Kelemanik and Amy Lucenta join Curtis and Joanie to talk about how routines can provide the “opportunity and support for each and every student develop mathematical thinking and reasoning.” Although routines are used by most educators for a variety of reasons, Grace and Amy focus on “Routines for Reasoning,” which are specifically designed and structured to surface the ways that students are thinking about the mathematics and to better understanding the reasoning of their classmates to reinforce the mathematics content and thinking goals. In this extended episode, Amy and Grace dive deeply into the “Four Rs” and “Annotation,” two of the five “Essential Strategies” that teachers employ within the routines, with an emphasis on how these strategies provide access and opportunity for all students to engage in the deep thinking of the lesson. Then, they describe the “Connecting Representations” routine in detail to help listeners understand the power of the routines in action. As Grace shares, the power of the routines and essential strategies is that they help teachers to “hand over agency to the students. Teachers are no longer are the sole authority in the classroom... it’s the students doing the heavy lifting.” We encourage you to explore the resources below, referenced in this episode: Fostering Mathematical PracticesRoutines for ReasoningTeaching for Thinking.Connecting RepresentationsConnecting Representationsthis classroom video.Be sure to join us for part 2 of this conversation next month! Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Joanie and Curtis host special guest Dr. Katey Arrington to discuss the importance of teacher content knowledge. Dr. Arrington is the Associate Director of the UTeach Institute at the University of Texas at Austin. She is also serving in the Presidential line for NCSM: Leadership in Mathematics Education from 2022-2026. Previously, she led the K-12 system services work at the Charles A. Dana Center, served as a mathematics coordinator for a growing, diverse district in Texas, instructional coach, and taught in both K-12 and community college systems. Katey earned a Ph.D. in Educational Policy and Planning, Master of Arts in Mathematics Education, and Bachelor of Science in Mathematics. She has extensive experience in leading networks for growing impact and designing and implementing system-level change for increasing equitable outcomes. Early on in the conversation, it is agreed that caring about students in a non-negotiable and important component of effective teaching, but caring without math content knowledge is not likely to result in student learning. Our hosts and their guest explore the ideas of pedagogical content knowledge, math content for teaching, and approaching mathematics as ways of thinking, not just ways of getting answers. Expanding learning is presented as a group endeavor, but also something a teacher can pursue on one’s own. We encourage you to explore the resources below, referenced in this episode: Developing Mathematical Ideas (DMI)NumberphileThe Coherence MapDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Joanie and Curtis talk about an important role of math education: preparing students for the life they want to pursue after high school. Whether it’s college, trade school, the military, or directly into the work force, a student’s goals and desires should drive their learning experiences throughout their PK-12 years, and the course offerings, counseling and advising, and school system overall should, ideally, prepare all students for the outcomes they desire. They recognize early in the conversation that this isn’t just about high school, isn’t just about courses, and isn’t just about math. They dive into ideas around career choices, advocating for students’ best interests, and the challenges in creating a system with the depth, breadth, and flexibility required to truly prepare all students. There aren’t easy answers to these questions, but we hope the conversation sparks thinking, discussion, and actions in your setting that support more students to be better prepared for their chosen futures. We encourage you to explore the resources below, referenced in this episode: Math Pathways: The Way Forwardhttps://www.americanprogress.org/article/math-pathways/https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Robert-Q_-Berry-III/Lets-Talk-About-Mathematics-Pathways/https://www.edweek.org/teaching-learning/calculus-is-the-peak-of-high-school-math-maybe-its-time-to-change-that/2018/05https://justequations.org/resource/a-new-calculus-for-college-admissions-how-policy-practice-and-perceptions-of-high-school-math-education-limit-equitable-access-to-collegeDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Joanie and Curtis explore ideas around the emotional side of learning and how it impacts students in their academic growth. Because we and our students are humans - and humans have emotions - it is impossible to learn without a connection to our emotions, whether those emotions are positive or negative. As educators reflect over the summer and begin to plan for the upcoming school year, we hope you’ll consider the emotional side of your students’ experiences in math class. Joanie and Curtis suggest planning for the emotional experiences alongside planning for content. As a teacher, how might you consider the ways students will feel in sharing their early thinking, perceiving their responses or others as “incorrect,” or being influenced by previous traumatic experiences with math? With some thoughtful planning and attention, these emotional experiences can be managed and leveraged to support learning for all student in the classroom, including those who are traditionally successful and may have positive feelings about math. We hope the content in this episode will help you consider ideas you may not have thought about before, and spark discussion with your educator friends. We encourage you to explore the resources below, referenced in this episode: Mathematics Teacher: Learning and TeachingAccess, Power, Identity, and Healing in MathematicsOur previous conversationRoom to GrowRough Draft MathJo Boaler articleDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Joanie and Curtis talk about teaching strategies for remembering in mathematics, such as mnemonic devices, tricks, and gimmicks. They challenge the notion that teaching with tricks is inherently bad, and discuss how to determine when a strategy intended to help students learn might actually work against their understanding of the underlying mathematics. For instance, “FOIL” and “SOH-CAH-TOA” are both frequently taught in high school math classes, yet one is a way to remember mathematical definitions (not a trick!) and the other is a random association for a limited procedure (a trick!). So what about if a student creates their own strategy or trick while learning math? Join our hosts in trying to make sense of how and when remembering strategies are helpful and when they might be more harmful. We encourage you to explore the resources below, referenced in this episode: Nix the TricksThirteen Rules that ExpireTeaching Children MathematicsThis blogTwelve Math Rules that Expire in the Middle GradesMathematics Teaching in the Middle School This EdWeek articleDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

In this episode of Room to Grow, Joanie and Curtis share a friendly debate about which math topic is the most important for students to learn. There are many math topics that could be argued as the most important, and we’d love to hear your hot take, too! Take a listen to Curtis explaining why the meaning of the equals sign is crucial and Joanie arguing that proportional relationships are especially important. Then reach out to agree with one of them, or share a different topic that you find most important. We encourage you to explore the resources below, referenced in this episode: Resources related to the meaning of the equals sign: Building Concepts activitiesThe Equals Sign: What it Really MeansUnderstanding the Equals Sign as a Gateway to Algebraic Thinking Making Sense of the Equal Sign in Middle School MathematicsAll My Exes Live in Texas Resources related to proportional relationships: progressions document on Ratios and Proportional RelationshipsCoherence Map from Achieve the CoreProportionality ConfusionDid you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.