When Dr. Sheila Tabanli designed Math 125: Mathematical Problem Solving, she envisioned a course that would not only teach math but also help students develop stronger learning habits. As someone with over 25 years of teaching experience, Dr. Tabanli has seen first-hand how math anxiety and a lack of confidence can create obstacles for students. Reflecting on her inspiration, she shared, “I wanted to design a course that addressed not just the ‘what’ of mathematics but also the ‘how’ and ‘why’ of math learning. My goal was to create a space where students could bridge the gap between computational skills and deep conceptual understanding, empowering them to approach mathematics with curiosity and resilience.”
Math 125 was developed with the support of Chancellor Francine Conway’s Provost Teaching Fellowship program, which allowed Dr. Tabanli to design a personalized learning approach that helps students take ownership of their education. Rather than focusing solely on formulas or specific content, Math 125 introduces students to evidence-based strategies, including cognitive science principles, social emotional learning (SEL), self-regulated learning (SRL) strategies, and Pólya’s Problem-Solving Framework. “By weaving these elements together, Math 125 goes beyond traditional instruction to focus on developing critical thinking, adaptability, and lifelong learning skills,” Dr. Tabanli explains. The course incorporates interactive and practical activities where students reflect on their study habits, set goals, and track their progress. They also learn techniques such as the Pomodoro study method, distributed practice, and expressive writing to manage test anxiety.
Students have responded enthusiastically to the course. Reflecting on her experience, Ah-In Kim, a psychology major in the School of Arts and Sciences, shared,: “Dr. Tabanli completely changed my negative conception [of math], leaving us all with a more open mind through her dedication that would guarantee our long-term success. She equipped us with valuable skill sets and explained the purpose behind each assignment, rather than assigning tasks for the sake of completion.”
Kim also noted how the course’s emphasis on interleaved practice has shaped her study habits. “One of the assignments that reinforced my current studying (learning and memorization) tactics was the one that introduced the top 10 most effective techniques proven by Cognitive and Educational Psychologists, particularly emphasizing a new type of concept called interleaved practice,.” Kim stated. “I use it when studying for math by integrating math problems from previously covered concepts and those I have yet to cover to reinforce my understanding and differentiate between various concepts.”
Dr. Tabanli hopes her students take away more than just improved math skills. “I want them to see mistakes not as failures but as opportunities for learning and to develop the resilience to tackle challenges in any domain,” she said. “Beyond math skills, I hope students leave Math 125 with a stronger sense of confidence in their ability to learn and grow as a professional.”
Her teaching philosophy reflects her deep dedication to teaching and her students’ overall growth. “Ultimately, I want them to view mathematics not as a set of isolated procedures but as a dynamic, creative discipline that can open doors to innovation and discovery,” she said.
Through Math 125, Dr. Tabanli is doing just that, creating an innovative learning environment that helps students overcome barriers and build confidence, not only in math but also in their broader academic and personal journeys.
Learn more about Dr. Tabanli’s work:
- Tabanli, S. (2022). Incorporating Evidence Based Strategies for Math Instruction, Rutgers Math End-of-Year (RUMEY) Workshop 2022 – Best Practices in Teaching & Learning of College Mathematics, New Brunswick, NJ. (Invited Talk).
- Tabanli, S. (2024) “Fostering Active Learning and Metacognitive Skills in a Cognitive-Science Based Math Course,” International Journal of Teaching and Learning in Higher Education: Vol. 35 : Iss. 2, Article 19. Available at: https://docs.lib.purdue.edu/ijtlhe/vol35/iss2/19
- Tabanli, S. (2024). Guidebook for Reducing the Novice-to-Expert Perception Gap in Mathematics to Increase STEM Diversity. Rutgers University—New Brunswick: Division of Diversity, Inclusion and Community Engagement. https://go.rutgers.edu/TabanliGuidebook https://go.rutgers.edu/TabanliGuidebook © Sheila Tabanli 2025
- Tabanli, S. (2025). Evidence-Based Strategies for Inclusive Math Education to Bridge the Expert-Novice Perception Gap. ResearchED United States, New York City, NY. (To appear)
- Rohrer, D., Dedrick, R.F., & Stershic, S. (2014). Interleaved Practice Improves Mathematics Learning.
- Schorn JM, Knowlton BJ. Interleaved practice benefits implicit sequence learning and transfer. Mem Cognit. 2021 Oct;49(7):1436-1452. doi: 10.3758/s13421-021-01168-z. Epub 2021 Apr 1. PMID: 33796961; PMCID: PMC8476370.
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological science in the public interest : a journal of the American Psychological Society, 14(1), 4–58. https://doi.org/10.1177/1529100612453266