Welcome to Episode 161: Making Math More Human with Thomas Colclough. Dr. Tom Colclough is a Postdoctoral Scholar in the Center for Knowledge, Technology, and Society at the University of California, Irvine. He earned a bachelor’s of science degree in Mathematics and Philosophy with Specialism in Logic and Foundations from the University of Warwick (“Worrick”!), UK, and then a doctorate in Philosophy from the department of Logic and Philosophy of Science at UCI. This background will be very important to our conversation as you’ll see in a few moments. In this conversation, Tom and I discuss the various trauma-informed practices such as safety, choice, empowerment, trustworthiness, and collaboration and how they can be applied in higher ed math courses. There are specific design choices that can be used to combat negative and restrictive mindsets that some students bring into math classes. And once these affective parts of the learning process are addressed logically and systematically, students can find greater success where they often previously found frustration. You’ll also see many connections with the UDL guidelines throughout this conversation with specific emphasis on multiple means of engagement.