A restful take on mathematics.
Bio
I am a lecturer in the Department of Mathematics at the University of Maryland, College Park (UMCP). In addition to having taught precalculus and several other courses offered by the Department, I currently serve as Co-Chair for the Math Success Initiatives Team at UMCP, Co-Chair for the Maryland State Department of Education’s Standards and Frameworks Validation Committee, and a faculty advisor for the University System of Maryland (USM) to help approve newly-proposed high school math courses.
Before working at UMCP, I was as a visiting assistant professor in the Department of Mathematics at Johns Hopkins University. While at Johns Hopkins, I was a lead instructor for calculus I and calculus II for biological and social science majors. In addition to bringing an STEM-education lens to the entry-level courses at Johns Hopkins, I assisted in developing logistic regression models to analyze trends in students’ math placement exam results and their performance in their first college math class at Johns Hopkins. This work culminated in me and a group of math faculty writing a new version of the math placement exam used at John’s Hopkins.
My research interests include exploring how the social norms and instructional practices that make up a college math classroom affect students’ self-efficacy, achievement, and STEM intentions/persistence. More specifically, I am interested in researching and implementing student-centered instructional practices (i.e., active learning) to improve college students’ views of and experiences in undergraduate mathematics courses. Additionally, I am engaged in research related to classroom practices and tools that may provide avenues for students to give instructors feedback during the semester within large-lecture classes.
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.