Years ago, I served as a math specialist at a small progressive pre-K–8 school. The classes were generally small, and during one year in particular, the fifth grade population happened to be predominantly male and included a few precocious boys who tended to dominate math class. The parents of the girls in this grade banded together and asked that the girls be taught math separately to make sure their developing mathematicians’ minds weren’t squashed by the vocal majority. So I was called in to teach this experimental class.