Intellectual Vulnerability in Math Class

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Keynote / Online service / Workshop

Intellectual Vulnerability in Math Class

Learning happens when it's ok to make mistakes.

Book keynote / online service / workshop

99% found sessions valuable

96% would attend again

93% found session inspiring

15+ years of experience

Do students not participate in class? Do you hear crickets when you ask questions?

More than ever, students have a hard time participating or being vulnerable in class:

Social media has made authentic vulnerability difficult.
Fear of being wrong or “looking dumb” holds students back from participating.
It’s hard to hear “you’re wrong” in many math classes because shame is strongly tied with mistakes.

Creating the right environment where students feel comfortable taking risks in mathematics isn’t hard, it just takes deliberate effort.

Dr. Geillan Aly

is a mathematics educator and former award winning Assistant Professor who received her PhD in Teaching and Teacher Education and a Master’s in Mathematics from the University of Arizona.

Her research focuses on the emotional side of learning mathematics and includes how computer-centered learning has affected students’ abilities to control their learning environment and how meditation may reduce mathematics anxiety.

Dr. Aly has been teaching at the university level for over ten years and, without sacrificing rigor, brings a personalized math learning experience to the classroom through active learning methods and by centering students’ emotional well-being. She is very familiar with the Common Core Standards and has experience teaching mathematics to Middle and High School students.

Underlying all of Dr. Aly’s teaching and research is a dedication to diversity, equity, inclusion and social justice in mathematics education. She enjoys traveling, seeing live music, and is an avid chef. Geillan is also a wife and mother of a beautiful boy. They live near Hartford, CT.

Why vulnerability in math class matters...

Intellectual risks

Students can't learn and grow if they don't put themselves out there.

Elevate discussion

Students need to be comfortable explaining their thinking and critiquing others' work.

Improve outcomes

As students are willing to take intellectual risks and embrace challenges and mistakes, their grades and outcomes will improve.

What You'll Learn

How math trauma contributes to students not participating in class.
How psychological safety is not a given condition in math class.
Techniques to foster psychological safety.
How to map student discussions, providing actionable data to act upon.
How to build a community that fosters vulnerability.

Three different modalities, same great content

Actively work with your colleagues to discuss and practice being vulnerable.

In-Person

Bring faculty together to foster vulnerability in one room.

Remote

Work remotely if gathering isn't possible or to meet budget constraints.

As a keynote

Modify the session for a large audience.

Plus: Get the Ability to Follow up

Remote, follow up sessions to discuss implementation and receive feedback are available.

Location & Logistics

Everything you need to know about how the program runs.

Differences between modalities

Content in all modalities is extremely similar.
Session length

Session times can range between 1-2 hours. Ideally, 1 hour for a keynote, up to 2 hours for an in-person session.

Formal Abstract

You did all the right things. You set up great activities, and opportunities for collaboration. Yet, your students won't volunteer answers or some sit quietly during activities. You ask if there are questions and no one raises a hand, but you suspect that there's something to say. In this workshop, we will explore vulnerability in math class. Why it happens, why it is so hard to be vulnerable in math class, and how we as teachers can promote vulnerability. This workshop is welcome to all, with the expectation that you come ready to be vulnerable yourself.

What people are saying

I really enjoyed this session by Geillan Aly. It was very informative and engaging, and it gave me a fresh perspective on how I approach teaching. The session was eye-opening because it introduced me to new techniques and strategies that I can use to make my classes more interactive and student-centered. I left feeling inspired and motivated to try these ideas with my students to improve their learning experience and help them stay actively involved.

She showed compassion, empathy and understanding for the profession and truly understands us teachers.

AMAZING, very insightful on power struggles, values of intellectual contributions, norms, strengthening student contributions

The session in IBL is very informative and it provides actionable items that we could apply and bring with us in our classroom settings. Thank you for sharing your expertise; much appreciated!

A reminder of every student's humanity. As a teacher, I forget that my students are struggling not because they don't try, but because they have a lot going on in their brains. To reach them, I need to think about their emotional well-being first.

It was very related to problems I thought happened to just me but I learned how relevant it is to everyone else. It shows the reason behind why math seems scary and helps work through it.

Compassion is the third stool leg along side content and pedagogy in math instruction.

Honestly, I am a science major and this class really merged well with the Chemistry aspects of formulas. I really enjoyed the valuable information presented today. How Geillan presented the information was helping be be confident in my response rather than making me feel like I did not know how to respond. I respect that very much her way of teaching and development.

It inspires students to persevere with math and also gives them strategies for success.

This session provided candid, helpful realistic ideas and advice that are applicable and ready to use.

A must attend for anyone committed to teaching and learning at any level.

The session with Geillan facilitates a fresh start on how we should start building an inquiry learning classroom to promote equity.

I would explain that this session is very valuable to connecting with others who have had ‘bad’ math experiences which makes you feel more supported in similar experiences as well as giving good tips for future math classes

You are very well spoken! I am very impressed. I was dreading coming to math because I just don’t like it. I always feel dumb and never want to do it. But sitting here today gave me a better idea of how to move forward. How to be motivated. And how to motivate my future students.

Applicable to daily teaching and realistic with helping students persevere. Geillan was approachable, easy to talk to, and more than willing to offer suggestions and advice!

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Frequently Asked Questions

What's the difference between an in-person workshop, remote session, or keynote.

There really isn't much of a difference between between modalities. However, due to the settings, the nature and implementation of the activities may vary. Small (up to 30), in-person sessions give more opportunity for interactions. Your choice of modality should only be based on logistics such as budget and scheduling.

Is travel included in the rate for an in-person session?

No. Travel is an additional fee based on your location and is set in advance.