As Su states, “Those of us who have experienced the freedoms of mathematics have a significant responsibility to welcome others to those freedoms as well.”54 This unit seeks to give students a chance to think critically and creatively about the concepts and histories of Mathematics. As the instructor and developer of this unit it is my goal to reveal algebraic and historical truths to the students in ways that are socially just and that cultivate their mathematical potential. As Anderson states, “The task of progressive educators is not to try to fix or prop up the capitalist system of education. Those of us who want to see true mathematical and scientific knowledge flourish among our youth and workers must break from the Eurocentric perspective and begin the reconstruction of the rich and complex fabric of world mathematical and scientific knowledge. This requires breaking with most of the pedagogical and curricular traditions that exist today.”55 For other educators who are considering using this unit or modifying it to suit the needs of your own institutions I’d like to leave you with a final thought from Frances Su: “The importance of having an advocate, someone who says, “I see you, and I think you can flourish in mathematics.” Everyone can use this encouragement, but this can be especially important for marginalized groups who already have so many voices telling them they don’t belong. Can you be that advocate?”56