During the COVID-19 pandemic, Matty Grossman realized that, as an educator, he would have the potential to advocate for the next generation while also helping students see the beauty in math – a subject he once had a love-hate relationship with.
Now, as he graduates with a bachelor’s degree in mathematics education and prepares to enter his first year as a high school teacher, he feels the College of Education has helped him craft his teaching philosophy.
Meet Matty:
Hometown: Raleigh, North Carolina
Degree: Mathematics Education
Activities (Research or Extracurricular): Treasurer for NCCTM Kappa Chapter, Research Assistant with Friday Institute for Educational Innovation’s InSTEP team, math tutor for the College of Education
Why did you choose the NC State College of Education?
I made the decision to be an educator amidst the COVID pandemic and the protests instigated by the killing of George Floyd. I didn’t want to be merely a teacher, I wanted to be an advocate for the next generation.
Why did you choose your concentration?
I’ve always loved math, but in high school, math and I had a rocky relationship. Though I loved the content, I hated the classrooms. I hated the monotony, the testing, the homework. I hated how you were expected to sit still and not talk for over an hour at a time. I want to teach math so that my students can see the beauty in math, not just prepare for a state test.
What’s your next step? What do you have planned after graduation?
I’m going to teach math at Athens Drive High School. I can’t wait.
How has the College of Education prepared you for that next step?
I’ve met so many inspiring professors who got to know me as a person, encouraged me to try new things and pushed me to go further. The community and atmosphere of support that the College of Education provides gave me the perfect environment to consider and refine my teaching philosophy.
What do you eventually hope to accomplish in your field?
Over the next few years, I would like to continue my education with a master’s in education, then pursue national board certification. I hope to become a leader of my department and mentor other math teachers, guiding them towards a kinder, more inclusive vision of mathematics.
Do you have a favorite memory from your time in the College of Education?
In my last semester before student teaching, I had a brutal schedule. On Tuesdays, I had class from 8:30 in the morning straight until 4:30 in the evening. At first I was horrified, but now I look back on it fondly. Every Tuesday, I worked with four of my favorite math education professionals. I went from [Associate Teaching Professor Cyndi] Edgington’s and Luke Carman’s class to [Assistant Professor Ruby] Ellis’s class to [Associate Professor Erin] Krupa’s class. Even more than that, I was with the math education class of 2024 for nearly all of that time. Every hour of those brutal days was filled with work, yes, but also camaraderie, support and caring. I was fully immersed in a community that wanted me present and wanted me to succeed. Our class became so close over that semester, and I will never forget the educators who managed to guide us and nurture us despite the long days and academic exhaustion.
Tell us about an experience you had with the College of Education that had the biggest impact on you or your career.
I applied for a research position with the Friday Institute almost on a whim. I hadn’t been considering a job and didn’t need a lot of money. But when I saw the advertisement, I thought that I would dip my toe into the research side of academia for the experience. I’m so glad for that curiosity. Working with InSTEP, I interviewed teachers, wrote professional development modules, prepared videos and so much more.
Why did you choose education?
There is no greater feeling than watching someone whom you have mentored begin to flourish. That teachers can also act as change agents in a world which sorely needs change right now makes the job perfect.
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