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ascendant right now.
>> Interesting. Charles

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Franklin, thank you so much.
>> Thank you.

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>> Along with the number of
education bills that

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stalled in the legislature,
one authored by State

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Representative Karen Hurd,
would have provided year

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round testing and tutoring
for students falling behind

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in math despite not gaining
enough support this past

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legislative session. The
push will continue to help

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K through eighth grade
students in Wisconsin

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struggling with math
tonight. Here and now,

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reporter Murv Seymour takes
us to the classroom and the

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big screen to learn more
about statewide struggles

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and success with math.
>> This evening, we're

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going to do the film
screening of Count It Out.

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>> Tonight is movie night
at the Urban League of

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Madison's Black Business
Hub.

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>> We brought this film to
Madison, to the community

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so that we can be a
contributor with changing

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the dialog.
>> It's a packed house for

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the first ever public
showing in Wisconsin of

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Counted Out, a documentary
about the importance of

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math.
>> Because math is all

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around us, it is something
that maybe many of us might

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have had a negative
experience with when we

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were in school, but we want
to change that narrative.

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>> The film features two
University of

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professors. Erika Bullock
is one of them.

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>> I love teaching math,
for sure.

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>> By her estimate, this is
about her 15th time

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participating in a counted
out screening.

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>> When people are thinking
about screening it, they

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think about, okay, this is
going to help parents to

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understand how they can
mathematics. It's really

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difficult to convince
people that there's value

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in math, even though we use
it all the time.

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>> Math is everywhere.
>> Understanding math is

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foundational, just under,
you know, being able to

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function in the world.
>> Based on the numbers.

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Educators everywhere agree
Wisconsin students need to

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do better in math.
According to Wisconsin's

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forward exam, the test used
to assess how well students

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are doing in the classroom,
just over half in grades

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three through eight are
proficient in math. In

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Milwaukee schools, the
number is just over 20%.

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>> I would say this
question of math and

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numeracy is every bit as
important as a conversation

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we've had around literacy.
>> Welcome to the Milwaukee

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offices of City Forward
Collective, a nonprofit

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team of educators and
advocates led by Colleston

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Morgan.
understand and analyze so

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many different aspects of
our world.

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>> Collectively, their
mission is to eliminate

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educational inequity while
providing students access

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to quality schools. City
Ford also tracks state and

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national test scores of
students at public and

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private schools statewide.
A father of two, Colleston

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Morgan tells me he tracks
his own kids in their

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journeys with math.
>> My fourth grader

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probably just got through
her times table. She's

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working on advanced
multiplication division. My

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sixth grader is doing her
math skills as well, right?

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What keeps me up at night
is thinking about the tens

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of thousands of students
across our state who maybe

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aren't getting that same
level of instruction, who

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maybe aren't getting that
same level of attention. At

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home. We get to the point
where we don't even think

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about the ways in which
we're adding and

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subtracting, multiply and
divide.

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>> And we say, okay, it's
three hours away. If I go

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about 60, I'll get there.
Those kinds of calculations,

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we don't see those as
mathematical, really

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calculating a discount in a
store or, you know, kind of

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visually eyeing something
to see. Okay, does this

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look about the same size.
>> In politics?

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Strategizing winning
campaigns and mapping

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voting districts involves
math.

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>> This is a battleground
state. I need to invest my

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resources because there is
something here that the

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data has shown that says
this is a possibility for

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me. We're using algorithms
in order to determine if

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somebody will recommit a
crime and return back to

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prison. And maybe for every
disciplinary infraction,

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I'm going to subtract ten
points.

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>> Math is at the center of
managing Covid and other

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diseases.
>> You have one person who

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is infected, and then that
person sits in a room with

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30 people and now 30 people
are infected.

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00:04:05,412 --> 00:04:08,081
>> Walk sign is on to cross
park.

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>> Even something as
mundane as crossing a busy

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street involves mathematics.
>> I'm thinking about.

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>> You got 30 seconds to
get across the street.

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>> So I'm looking at the
distance.

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before the light turns red?
>> Do I need to run? Do I

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need to walk fast.
>> On the street? You're

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00:04:24,598 --> 00:04:27,000
driving 35 miles an hour.
>> Suitcase in my hand. Can

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00:04:27,067 --> 00:04:30,237
I make it?
>> These foundational

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the basis for your ability
to access and enter. And if

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00:04:32,372 --> 00:04:34,341
anything, they'll only
become more important.

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00:04:34,408 --> 00:04:36,510
>> People need to hear that
there are places in

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education that are working.
>> The Notre Dame Academy

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00:04:39,279 --> 00:04:41,315
on Milwaukee's south side
is one of those places.

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00:04:41,381 --> 00:04:43,317
>> There's a special math
culture here, and it's

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00:04:43,383 --> 00:04:45,485
evident in the numbers.
>> That's the school's

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00:04:45,552 --> 00:04:47,387
president, Patrick Landry,
speaking about the culture

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of learning at Notre Dame.
>> Math is cool here. Math

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00:04:50,157 --> 00:04:52,326
is fun. When you ask the
kids their favorite

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subjects, I'd say 70% of
them are saying math.

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>> You each have a problem.
It's up front here.

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00:04:57,831 --> 00:05:00,067
>> Welcome to Mrs. Frome's
eighth grade all boys

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algebra class.
>> To make sure that

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whatever you input for X,
whatever the outcome is for

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00:05:07,007 --> 00:05:09,076
Y, then okay.
>> Where the proof is all

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in the numbers, student
Jonathan Todd will tell you,

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in this classroom, the
passion for math adds up to

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00:05:16,416 --> 00:05:19,086
positive perfection.
>> The teachers here are

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00:05:19,152 --> 00:05:21,455
just amazing. I think that
like the best teachers in

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the world.
>> Sixth through eighth

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grade boys at Notre Dame
scored a perfect 100% in

119
00:05:26,293 --> 00:05:30,931
math on the state's Ford
exam. It's girls, 70%

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00:05:30,998 --> 00:05:33,267
students at other Milwaukee
schools in the same grades

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scoring at 20%.
>> So is your X and Y is

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going to be the same as
Jonathan's. Yes or no?

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>> Jonathan wants to be a
math teacher some day.

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>> The reason why people
struggle with math is

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00:05:43,877 --> 00:05:45,646
because you haven't learned
it yet.

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>> He believes the
derivative of school

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00:05:48,949 --> 00:05:50,817
Dame is a combination of
strict teaching discipline,

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00:05:50,884 --> 00:05:54,087
students supporting each
support. And it's okay to

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00:05:54,154 --> 00:05:57,024
make mistakes. He and his
classmates say. They learn

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00:05:57,090 --> 00:05:59,426
from them.
>> There's a coefficient in

131
00:05:59,493 --> 00:06:02,396
front of the variable y.
>> Outside the classroom,

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00:06:02,462 --> 00:06:05,632
Jonathan says. He uses math
all the time, even when he

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00:06:05,699 --> 00:06:09,136
plays basketball.
>> If I'm like the three

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00:06:09,203 --> 00:06:13,073
point line and my brain is
like, how much force I need

135
00:06:13,140 --> 00:06:16,009
to put in the ball, how
what angle I need to go

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00:06:16,076 --> 00:06:19,012
upwards like this into the
net.

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00:06:19,079 --> 00:06:21,348
come up and give me an
example.

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00:06:21,415 --> 00:06:24,184
>> After more than 30 years
in the classroom, Angie

139
00:06:24,251 --> 00:06:27,354
says teaching how students
learn has changed a lot

140
00:06:27,421 --> 00:06:30,490
today. It involves more
problem solving, more

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00:06:30,557 --> 00:06:32,726
critical thinking.
>> Maybe you and I were

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00:06:32,793 --> 00:06:35,362
kids where we just like,
okay, what is two times

143
00:06:35,429 --> 00:06:38,999
five is ten? What is it was
it's more more than

144
00:06:39,066 --> 00:06:42,102
computation. It's more
conceptual. You know, you

145
00:06:42,169 --> 00:06:45,506
have to really think about
and use it for everyday

146
00:06:45,572 --> 00:06:47,674
situation, everyday life.
>> I have numbers in front

147
00:06:47,741 --> 00:06:52,212
of me all day financial
data, fundraising trends,

148
00:06:52,279 --> 00:06:55,182
enrollment and demographic
data test scores.

149
00:06:55,249 --> 00:06:58,085
>> You each have a problem.
It's up front here.

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00:06:58,151 --> 00:07:01,355
>> At Notre Dame School of
Milwaukee, the formula for

151
00:07:01,421 --> 00:07:04,258
than their peers at other
schools involves a simple

152
00:07:04,324 --> 00:07:07,094
equation centered around
the basics.

153
00:07:07,160 --> 00:07:10,597
>> Fluency and subtraction,
addition and multiplication,

154
00:07:10,664 --> 00:07:14,668
and percents, decimals and
fractions. And if students

155
00:07:14,735 --> 00:07:17,638
don't have those in second,
third, fourth grade, it

156
00:07:17,704 --> 00:07:21,575
makes any type of more
complicated or more

157
00:07:21,642 --> 00:07:23,610
advanced math. In middle
school or high school

158
00:07:23,677 --> 00:07:25,546
really hard.
>> We've got to make sure

159
00:07:25,612 --> 00:07:27,414
that teachers are getting
the right training. We've

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00:07:27,481 --> 00:07:29,483
got to make sure that
students are showing up.

161
00:07:29,550 --> 00:07:31,485
>> I think it's a
partnership between the

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00:07:31,552 --> 00:07:34,254
home and school.
>> As long as it looks nice

163
00:07:34,321 --> 00:07:36,089
and neat and organized.
>> In your notebook.

164
00:07:36,156 --> 00:07:38,625
>> Capiche? Prasch. All
right.

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00:07:38,692 --> 00:07:41,595
as you can see in some of
our data, I think really

166
00:07:41,662 --> 00:07:45,899
remarkable things can
remarkable things can