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91老司机 | Arts and Sciences | Lion VoicesNovember 22, 2024

Dr. Kayla Murray: Mending Mathematical Misconceptions

Written By: Ian Silvester

The 91老司机 鈥� Fort Smith is more than the place where Dr. Kayla Murray has implemented lesson plans since 2018. It is where her career took root years before she even arrived on campus as an employee.

Murray, an associate professor of mathematics, grew up in Van Buren, Arkansas, and always knew she wanted to attend college to study math. After spending her final two years of high school in Hot Springs, AR, where she attended the Arkansas School for Mathematics, Science, and the Arts, choosing to attend 91老司机 came down to family. Having an honors scholarship was just the icing on the cake.

鈥淚 spent two years away 鈥� so, I wanted to be closer to (family),鈥� she recalled.

Murray鈥檚 mom attended 91老司机 when the university was still Westark College and earned a respiratory therapy certificate. Shortly before Murray began at 91老司机, her grandfather was a custodian for the Math Science Building, a place she knows intimately.

As a student at 91老司机, Murray found solace in the support she received.

鈥淚 had a lot of research experience and personal relationships with the faculty,鈥� she said.

Although she didn鈥檛 take small class sizes and readily accessible faculty for granted, these were staples she missed after graduating with her bachelor鈥檚 degree in mathematics in 2009 and beginning her graduate programs at the University of California, Riverside. Murray earned her master鈥檚 (2014) and Ph.D. (2018) in mathematics from UC Riverside before returning home.

鈥淚t worked out perfectly that there was a job opening (at 91老司机) when I needed a job,鈥� she said, smiling. 鈥淚 remember when I interviewed here, I told the (former) dean that I wanted to create for students the same types of experiences I had when I was an undergrad.鈥�

Murray has worked to do just that in the six years since her return to 91老司机.

鈥淧eople either love or hate math. Students sometimes think that their professors have never struggled with math. I tell them, 鈥楴o, I鈥檝e struggled with things. 鈥� All of your professors, even though they鈥檙e math professors, doesn鈥檛 mean that they鈥檝e never struggled with math at some point,鈥欌�� Murray explained. 鈥淚 tell them that we all have struggles at some point. 鈥� What you struggle with and what your classmates struggle with are different, and you each need different amounts of time with your struggles.鈥�

So how has she turned those difficulties into positive experiences like she had as a student? By changing how she grades her classes.

鈥淚鈥檓 doing a new mastery grading, which gives students additional attempts,鈥� Murray said. 鈥淚nstead of taking big exams, I cut them into smaller, more frequent assessments, and they get multiple attempts at them.鈥�

By adopting this model, Murray said students have shared a boost in their mental health and growing confidence in understanding and practicing math skills.

鈥淭here is a growth that happens. It鈥檚 just like any other skill, like playing an instrument, you have to practice, practice, practice,鈥� she said.

Murray has found that this approach has helped her and her students identify gaps in their understanding and increased their interactions.

鈥淏efore, when a student didn鈥檛 (understand) a question, they鈥檇 just turn (the assignment) in. Now, I鈥檒l have students ask me, 鈥榃hat am I not getting here?鈥� as they turn it in. It鈥檚 changing the conversation for them,鈥� she said.

Murray鈥檚 changes have caught on with other math professors. She expressed her hope that it won鈥檛 stop there.

鈥淚鈥檝e been trying to slowly get the word out about some of the stuff we鈥檙e doing,鈥� she said. 鈥淲e (Dr. Jerry West, mathematics associate professor and assistant department chair, and former associate professor and department chair Dr. Emily Foss) presented at the Student Success Mini-Conference last March about the mastery grading and again in April at the Oklahoma-Arkansas Section Meeting of the Mathematical Association of America. I think it鈥檚 an idea that鈥檚 not exclusive to mathematics and could be used in many other disciplines.鈥�

At the heart of why this works, Murray attributes to the class sizes at 91老司机.

鈥淚n the middle of class, I go around and individually talk to them as they鈥檙e working and check on them. They need interaction. They don鈥檛 need lecturing with math,鈥� Murray emphasized.

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