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Summary Hyperactive, retarded and normal children as well as their siblings and parents were examined for the frequency of minor physical anomalies (MPA), The results indicated that the hyperactives, retardates, their siblings and parents had equal numbers of MPA that were significantly higher than in the normal control children and their families who did not differ from each other. It was noted that there were more fathers absent due to divorce or separation in the two patient groups.

The recent literature concerning minor physical anomalies (MPA) and their relation to behavior is reviewed. Research seems to indicate that for males there is considerable consistency in the results but the finding with females is tenuous at best. It appears that a high number of MPA are evident in several pathological groups of boys, as compared with normal controls. In addition, there is a suggestion that MPA are correlated with severity of hyperactivity, IQ, and school achievement. Furthermore, there is also a relationship between a high number of MPA and obstetrical complications. The etiology of MPA and their utility in predicting pathological behavior is discussed.

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In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students requires systemic change (National Council of Supervisors of Mathematics [NCSM] & TODOS: Mathematics for ALL, 2016). As educators are called to enact NCTM's new mission, we acknowledge that such change is complex. We also acknowledge that our own experiences conducting equity work that is grounded in an asset-based approach are at different stages of development, ranging from beginning levels to lived experiences as diverse mathematics learners and mathematics education researchers. We see this change in mission as a call to both act politically (Aguirre et al., 2017) and to change story lines (i.e., “broad, culturally shared narrative[s]”; Herbel-Eisenmann et al., 2016, p. 104) that dominate the public perception of mathematics learning and teaching. We acknowledge that systemic barriers are part of a larger educational issue, but for the purposes of this commentary, we focus on mathematics.