Ruthmae Sears is a Professor at the University of South Florida, and the Associate Director for Inclusive Excellence for the Coalition of Science Literacy. Her research focuses on curriculum issues, system change initiatives in K-20 classrooms, reasoning and proof, and technology integration in mathematics. She has a Bachelors of Education in Secondary Mathematics from the College of the Bahamas, a Masters degree from Indiana University in Mathematics Education, and a Doctor of Philosophy from the University of Missouri- Columbia.
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ST: Good afternoon, Prof. Sears, and thank you for joining us. You are widely recognized for your achievements in the field of mathematics education and STEM education in general. Could you please tell us about your path towards and through mathematics which has led you to this professional status?
RS: Okay, good afternoon. I grew up on the island of the Bahamas and I had wonderful teachers and they helped me to love mathematics. So from kindergarten, adding and subtracting and playing so much fun math games, I just always enjoyed it. And then when I went to primary school, my teachers would have me do more math problems and so when you finish, you get another set. So it was always something to keep me engaged, keep you questioning, keep you thinking. And they made math fun, like solving a problem, trying to figure out what is possible, how could you rethink the book.
And then sometimes they had other math books that I would go and read to see how did they do it differently or what did they say and then I would explain it to my friends. And so they made math a space where it was enjoyable, it was critical thinking, but you also engage in communicating it.
So they had me teach my friends and so I also enjoyed that interaction as well because I always wanted to be a teacher and so I got the opportunity to show my friends how to solve a problem and think about it differently and think about where the arrow was in there, they're working and correcting the arrow and then moving forward.
And I think that inspired me to realize math is actually a cool subject and it's definitely something I wanted to focus on a lot more. And so as I went to the academy, it was this construct of proving the construct of problem solving, like thinking about how do you make sense of it all?
Like I did statistics as well and you know, what are the cases like? Is this an exhaustive case? Is there more solutions if possible? How?
And you think about it individually and then is there a formula because - I remember working a problem one time and I look at all the cases, you know, I mean, I worked five pages showing all the cases, to be exhaustive.
Then I realized there was a formula there.
I could have done it and got it in two minutes, but I did put in like five hours just looking at what's possible. And I think that was actually enjoyable, but painful after I realized I could have done it faster. So I really think it's those memories that helped me to appreciate the beauty of mathematics and it kept, it really helped to cultivate my interest in ensuring I love it, but also other people love it as well.
ST: Definitely. Speaking of which, what do you consider to be the most rewarding aspect of your career?
RS: Teaching the next generation. I'm always amazed when I see my students choose to pursue STEM pathways or teaching teachers how to be effective STEM instructors. That's to be so important because we're preparing the next generation. So the legacy of quality instruction or the legacy of rich mathematics is being preserved. So I get joy, lots and lots of joy from seeing students solve problems and say, I want to be a math teacher. To me this is something I actually find to be most rewarding.
ST: Yes. What would you say was or had the most significant influence on you during your formative years?
RS: My math teacher. I had a math teacher in the Bahamas in ninth grade. She put me in an 11th grade math class. So she put me two grades up and she gave me books to read about math. And you know, I'm like, I just want to chill, but [chuckles] no, she raised the bar. So it wasn't about getting an eight [passing grade]. It was living to your full potential because she realized I could have gotten an eight, but [for her] that was not enough. So she wanted me to continuously think, to be challenged.
I can recall her teaching me how to prove in mathematics. And then she'd give me a book and I would go and read it and work the problem, sit in the corner by myself, come back to show her what I think the solution would be and why. But it was that critical inquiry that I always remember that she didn't let me get comfortable. She wanted me to go beyond, to think outside the box, to challenge myself, to think about new problems and possibilities.
Because, think about it: You just want to cruise and she's giving you an advanced math book and you're like, man, do I have to do this? And the answer is yes, you do.
But I look back at it and she helped me to appreciate how math can actually transform the way you view the world. But it also showed me how reasoning and proof skills were essential to developing a rich understanding of mathematics.
Like, how do you reason? How do we make connections across spaces and branches of mathematics?
Like, you know, like how you think about algebraic geometry, like you could use algebraic principles in a geometry question, but then at the same time, how do those things connect? Because you know, in textbooks, you'd see it's chapter 1.1 and 2.2, but then you'd realize, hey, I can merge these things, I could use these applications together to solve a new problem.
And so I even started to see how math was connected. And I think also too, what I really, really started to think about was the way she challenged me as the teacher in that space, you know, she could have celebrated, you got an A and say, good job, but that was not her technique. Her technique was we have to continue to raise the bar, don't get comfortable, pursue excellence. And that always got my attention, you know, always in pursuit of excellence, not just a grade, but excellence itself. And so that helped me to realize that you're not just competing with, you know, in this space, but you're looking at it globally.
You're doing it with yourself, challenging yourself. And so I think my ninth grade teacher, Ms. Olivia Kent, she’s dead now, but that legacy of her leadership and teaching technique will always live on.
ST: Actually, on the topic of that time when you were in high school, if you could go back in time and give yourself some advice, what would it be?
RS: Well, my one advice would be to seize the moment, you know, because like I said, she challenged you to, to think critically, but seize the moment, like go to conferences about mathematics, go to the library and just play with it, join competitions as much as feasibly possible.
Because I remember being on our mock team and our school won, I was like, yes, could I get the final answer, we won, you know, you’re celebrating. But, you know, how could I have taken more advantage of that opportunity where, you know, developing a STEM network early on, having those critical conversation, just embrace it. Like I had an opportunity to shadow other math teachers because I was part of a teacher cadet program.
But thinking about writing those stories, because I could remember it, you know, from my, my memory and your memory always can adjust, but I think that would be one thing I would tell myself, is to seize the moment and capture the moment. So that way, when I look back at it, I could write a book without having to reconstruct those memories, but just using my own words.
ST: Definitely. Moving back to the idea of STEM in general, if you were to pick one current challenge in STEM education, what would that be?
RS: Well, the current challenge in STEM education is getting people to appreciate the love for mathematics and sciences. What I'm realizing is it's not okay for someone to say they cannot read. That's not acceptable, but it's quite okay for a person to say, I hate math.
So we need to work to watch changing dispositions where math is not the evil in the space, but math is the lover in the space, bring joy and happiness, but also catalyze positive change. Whereas the expectation that you're an expert in mathematics and see applications of mathematics in your practices, in your communications, in your disposition.
So I really think one of the challenges that I would personally work on would be changing dispositions to make math rocks, where math is the preferred subject for everyone.
ST: Definitely. Still on the topic of STEM education, what do you see as the most relevant recent developments in STEM education?
RS: The most recent I think is artificial intelligence. As we think about it, artificial intelligence has transformed the way we teach and the way we learn. Technology has evolved significantly from pen and paper to calculators to computers, but our artificial intelligence, I mean, you can generate reports, you can do so much more. So this is creating a space for us to reflect on what is teaching, what is learning, and how do we ensure the bridge is straightened? So the tool can be used positively if done well, or it could actually be used negatively if not monitored. We have to really think about how do we embrace the advancement of artificial intelligence within our practices as instructors, but also from the lens of learning.
And so, you know, I love Foolproof. It's a geometry proof software that allows us to have kids learn how to prove in geometry, where they kind of use different statements and think about reasoning. So in that case, artificial intelligence is helping kids learn how to prove. And that to me is so critical considering that's a fundamental skill in mathematics. That's a perfect example of that tool being used purposefully. And so I'm thinking about what is out there?
You could write a math report, but also how do students make it personable? Like, do you embed it in a website? Do you question how they're making connections? Do they do it with storytelling?
So really thinking about how do we as educators and also from the lens of the learner, not run away from the tool, but embrace the tool to really move society forward.
ST: Definitely. And finally, do you have any parting thoughts as we conclude this interview?
RS: My parting thoughts will always be to pursue excellence, never give up. I always remember challenges are the part of life and math is full of challenges. And that's what makes math so much fun and exciting because whenever you finally figured that problem, there was a new problem. And so keep solving problems. Keep trying to be a problem solver, be a critical thinker, develop a disposition where you learn from the mistakes.
You embrace your mistakes, but you're willing to move forward. I think that is critical because mindset is fundamental to growth. So we need to show we have growth mindset where we believe that we can regardless of the circumstances before us.
I also encourage another thing, to celebrate the teachers because teachers play critical roles in this space of learning mathematics. So if you have a good teacher, give them a card during appreciation day because they work hard to challenge and motivate students.
But from the student level, I would always tell you just be the best you can be. Dare to learn, you know, read online, read in the library. It's just that knowledge is power. Always seek knowledge. And that's my honest advice to anybody.
ST: All right. Well, that concludes the interview. Thank you so much for being here.
RS: You’re welcome.
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