College students
Too many college students avoid their desired major due to math requirements. They are purposefully compromising on their potential.
Group program / Workshop
Working through math trauma – Group Workshop
Rethink your relationship with math and find success.
99%
found sessions valuable
96%
would attend again
93%
found session inspiring
15+
years of experience
Is “math” a four-letter word? Is math avoided at all costs?
Math trauma is the inability or unwillingness to engage in math due to previous negative experiences tied to learning math. Such experiences can look like:
- feeling shamed for not learning the times tables quickly as a child.
- being discouraged from asking why or told “just do it this way”.
- freezing whenever you have to work with fractions.
Many people suffer from math trauma, and it doesn’t just come from the classroom. Our society acts like some people are “math people” and some aren’t and therefore receive different opportunities and supports. This results in different outcomes, reinforcing the “math people” myth.
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.
Who is this for?
A two-hour workshop to help participants reflect and work through their math trauma so they can be successful.
Teachers
Teachers with math trauma produce students with math trauma. Support your teachers and increase your students' outcomes.
Parents
Parents want the best for their children. However, their math trauma may end up hurting them ("I didn't do well in math so it's ok that you don't do well. We're not math people").
This Program Is For You If…
Math trauma doesn't care about your age or profession. If math has held you back, this program was built for you.
- your students avoid math or complain about having to take math.
- You work with teachers who are unwilling to engage with the content and avoid challenging topics.
- You advise a group of STEM-interested learners who doubt their capacity to succeed in mathematics
- You run a PTA and want to improve the quality of parental support.
What You'll Learn
- That your (in)ability to do math is not your fault. Understand the sources of your trauma and put them into perspective.
- Why forgiveness and motivation are critical to moving forward in your studies.
- Strategies to support your understanding of math.
- How to get through setbacks and challenges learning math.
A two-hour workshop broken into four stages of healing
All content is research-based.
Understand the source of your trauma
Your math story isn't just about you; it's about society and your place in it.
Forgive
You can't move forward unless you let go of the pain you carry.
Motivate
Outline why you need to learn math and how it will help you achieve your goals.
Empower
Receive practical strategies and advice for your path forward.
Optional:
Followup sessions are possible to explore these areas more deeply.
Location & Logistics
Everything you need to know about how the program runs.
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Support to advertise the program
Sample flyers and a social media video will be sent to help you advertise the workshop.
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Format
This is an in-person 2-hour workshop. No preparation needed in advance. If you are interested in a remote option, the online workshop is available.
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Attendee Limit
Limit of 50 participants per session. Contact Geillan if you expect more than 50 attendees.
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Parting Gifts
Participants receive a reference card summarizing the workshop and strategies share.
Formal Abstract and Objectives
Many students arrive at college excited and anxious to take a big step towards their desired future. However, past math experiences leave them anxious about their mathematics requirements, thinking they are “just not good at math”. In this workshop, participants have an opportunity to explore and reflect on their feelings towards mathematics. Participants start by reflecting on and sharing their previous math learning experiences to place these experiences in context, learning that: (1) they are not alone; (2) their experiences are likely not tied to them as an individual, but are a result of sociohistorical forces. This allows students to think deeply and critically about how they approach math. Participants then reorient themselves based on these new realizations and their motivation to succeed. This reorientation includes strategies and tips for learning mathematics. Finally the workshop gives participants an opportunity to work on a mathematical problem, setting the stage for a positive opportunity to engage with mathematics. All participants are encouraged to participate in small-group and whole session discussions throughout the program, reducing the “I’m alone” stigma and forming bonds with others in the group. They are also encouraged to continue working and studying together after the workshop is completed.
Learning objectives:
• Explain how the Compassionate Math framework and The Cycle of Benign Neglect contribute to student success in mathematics.
• Establish the connection between factors in the Compassionate Math framework and issues related to equity and social justice.
• Reframe previous mathematical experiences to reduce guilt and shame so that students are willing to more deeply engage with mathematics.
• Reflect on one's personal goals for being in college (and succeeding in mathematics) to trigger implicit motivation to studying mathematics.
• Apply high-level strategies to be more successful in mathematics.
Here's a blurb for students:
Your past experiences in math class may have left you anxious about your mathematics requirements or thinking you are “just not good at math”. In this workshop, you'll have an opportunity to explore and reflect on these feelings, putting your experiences in context and learn that you are not alone and that your feelings about math has less to do with your intelligence compared to other forces (which we will discuss). You'll learn why learning math is important. Finally, strategies tools for getting the most out of math class will be shared.
What people are saying
Real, relevant, and useful!
It inspires students to persevere with math and also gives them strategies for success.
We discussed belonging in much broader sense than I expected, and it was wonderful and deeply thought provoking and emotionally hard but excellent.
I would say that if you are questioning your position in math than this session would benefit you tremendously by taking most of your anxiety away and taking the mental blocks out of your mind so you can confidently do math and achieve the things that you want to achieve.
Very inspirational and insightful. This session helped me understand and confront my mathematical anxiety and the factors affecting my math identity. I hope to use these strategies in my own future learning and as a maths educator. The session was very engaging and thought provoking and challenged my assumptions about math and what makes a maths person. I especially enjoyed writing the love letter to myself about my math experience and confronting math problems in the future while managing my math anxiety.
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.
Life changing!
Interactive, easy talk listen to, talk to, express, real life Classroom Interactions
I’ve never addressed my maths trauma the way that I just have. This was very helpful for me now and future teacher me. Thank you!
In teaching math, it's just as important to recognize the feelings and associations someone might have with a topic as the actual content that you'll be covering. Acknowledge and affirm the bad and harness the good.
The session was insightful and affirming. It gave both motivation for practices, and big and small practices to create equity in the classroom.
You a doing a service to the inner children in us all who never knew they could be good enough so thank you
It was a workshop full of great techniques and knowledge on Mathematics that will relieve my imposter syndrome. I am glad I attend the event because my perspective on math has shifted, and I am more confident going into my next math class, knowing I can succeed is just the methods and mindset I apply to it.
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.
Great speaker! Very knowledgeable and passionate about her work.
Working through math trauma - Online Course
Rethink your relationship with math and find success at your own pace.
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