A restful take on mathematics.
Sean Gruber, Ph.D. Mathematics Education
Lecturer, Department of Mathematics
University of Maryland, College Park
My Story
At many points during my math education, I didn't feel supported. Instead, I felt distant from other students because of the classroom norms and routines that were lecture-based, with little engagement between the instructor and students during class. I felt alone in figuring out math concepts, while also learning how to become a student of mathematics - I see these as two different skill sets. For example, while I knew of resources to receive help with my math assignments, I wasn’t taught how to use these resources in a way that helped me flourish as a student. Instead, I merely saw these resources as a means to survive a given course.
In addition, I didn't feel like my experiences as a student were valued. However, I could always clearly see my instructors’ passion and deep understanding of the content, which resonated with my own love for the subject. In response, I continue to support the ongoing push in mathematics education to create undergraduate classrooms that are characterized by three components: active and encouraging interactions among students and instructors; a physical space designed to explore concepts through the use of technology; and the normalization of asking questioning about content and what it means to be a student of mathematics.
Why "Respite" Math?
My goal is to provide a respite, defined as "a short period of rest or relief," within the space of learning mathematics. I believe this space should be centered around asking questions and learning to be patient with yourself as you explore the beauty and patterns of this world seen through the eyes of mathematics!
Math Anxiety is Real!
Math often causes anxiety - believe me, I've been there! However, studying mathematics can be a rewarding process. Part of this process entails re-envisioning the learning of mathematics as a collaborative experience in which we learn to be okay with not understanding a concept the first time around. There is so much power in all of us, regardless of our level of understanding, accepting that we don't know everything. In fact, the exploratory nature of mathematics is what makes the subject beautiful and, thus, should be on display in a classroom. Every semester I'm delighted by new questions and problems my students pose I've never explored before!
Teaching Goals
Support students in the development of their mathematical self-efficacy and conceptual understanding through providing positive, mathematically-rich, and student-centered instruction.
Research Goals
Conduct mixed-methods research to help undergraduate math instructors and university math departments grow in their implementation of innovative and student-centered practices that support the learning experiences of a diverse group of math learners.