Hello, I’m Dr Rahna.
In 2005, I was working with students as an academic coach. It was during a session that I experienced one of the most profound a-ha moments that would take me down a path of formally pursing mathematics education.
When did I first experience the truly empowering validation of a moment of mathematical mastery, some of you may ask…when I realized that the center-radius equation for circles, the Distance Formula and the Pythagorean Theorem were all stating the same relationships just in different contexts!
The following year I joined the mathematics department at Eastern Florida State College (EFSC) and became the Program Coordinator for their Developmental Mathematics Program. In 2007, I began my graduate studies at Florida Institute of Technology (FIT) pursuing an M.S. in Applied Mathematics, which would unknowingly at the time, be followed by completing a Ph.D. in Mathematics Education. Little did I know the real work was about to begin. While I was familiar with the rigorous programs at FIT, I did not expect the internal emotional rollercoaster that I would get to ride over the next few years. Getting to teach at EFSC and FIT, while also completing my graduate courses, gave me the opportunity to experience firsthand being a student questioning their intellect while being confused in the classroom. Thank you Real Analysis! I also recognized the importance of teaching to a room of diverse learners. It is in part due to these experiences that I developed such a passion and commitment to sharing the universality of the language we call math and creating spaces where others can experience and explore their own moments of empowering validation while mastering mathematical concepts.
Students:
Have you ever sat in a mathematics class or study group and asked yourself the questions or made the statements:
“Why can’t I get it?”
“Everyone else seems to know how to do it.”
“Maybe I am just not ‘a math person’.”
“There must be something wrong with me.”
“I understand how to follow the steps, but I do not know WHY.”
“Why do the “rules” change?”
After more than 25 years of teaching everything from PreAlgebra to Calculus II in secondary and post-secondary (college/university) classrooms, I want you to know that the majority of your classmates (from ages 7 to 70) ask the same questions at some point in the course. I would also like to share that often the obstacle is not our inability to learn; it is often the educator’s (including myself) limitations that prevents universal understanding through an inability to share mathematical knowledge in the myriad of ways that speak clearly to the diverse learners in the classroom, that speaks clearly to YOU.
Education Community:
In February 2023, after almost three decades of working with students in high school and university, I resigned from the classroom.
During the pandemic, the fabric of many education systems around the world was stretched, frayed and at times shredded. As we returned to what seemed to be “back to normal”, there was minimal to no attention, support, tools, or training for faculty, students, families, and administration addressing the various socio-emotional challenges many continued to experience to varying degrees.
This was unfortunate as many of you know the mathematical classroom is filled with emotions; the effects can be witnessed on a daily basis.
Clarity = confidence leading to a deeper creative courage on learning paths.
Confusion = a silent disparaging of the individual’s intelligence, ability and at times, self worth.
How can we as informed, experienced individuals shine light in these dark corners to illuminate the challenges that are at the core of the learning experience?
I am excited to collaborate with this broadly diverse community to create, share and strengthen tools, techniques, and resources that holistically support all the individuals (student, faculty, administration & families) involved in fostering robust learning experiences.
Let us take advantage of this opportunity to build inclusive edu-spaces and edu-scapes that enrich the multi-faceted experience of learning for all of us.
My Approach
Mathematics is a universal language that can be understood by everyone, IF we have the right translator. As an educator, I believe that it is my responsibility to understand the content so deeply that I can explain it theoretically, conceptually and graphically (often using unique and at times humorous analogies to our daily life). It is also paramount that students of all ages are given the opportunity to experience and express their understanding from their perspective.
First steps
What is your goal? Performing well on tests and quizzes is not the only metric of mathematical success (often it reflects our test-taking skills). Creating unique solutions paths while not only understanding BOTH the WHY & HOW, but also being able to articulate and explain the logic of each step taken is direct evidence of meaningful and long term understanding.
Build it
This is your mathematical foundation. Be honest, be courageous and expect mistakes. True learning is the acquisition and assimilation of that which is NEW. New meaning “not previously experienced or known.” How is it possible for our performance, while we are learning, to be perfect? Let’s aim to relax into the discomfort of “not knowing” and make the commitment to yourself to be courageous and compassionate in these uncharted territories. I often tell students, their responsibility is not only to understand, but more importantly to let me know if I am NOT making sense. It is MY RESPONSIBILITY to find a method, an approach, and a language that CLEARLY communicates mathematical concepts to you.