A 1956 New York Times article revealed that math was the most hated subject, a sentiment that has evolved, yet disparities persist across educational demographics.
Many students are leaving STEM fields due to overwhelming course content and pacing structures that inhibit their understanding, creating barriers to engagement.
Social myths perpetuate the view that certain genders or identities are predisposed to excel in math, hindering efforts to diversify the STEM workforce.
My work at Rutgers aims to bridge the expert-to-novice perception gap in math education, fostering empathy and understanding to support diverse learners.
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