Rawan is a certified math educator and professor with extensive training in finance and economics. She is deeply committed to improving students’ lives and is invested in re-examining and reinventing learning methods and assessments to make sure they are accessible to all learners.
Coming from a large family of mathematicians, Rawan’s professional interests lie in the logic and application of arithmetic. Her primary goal is to make the beauty of math accessible using a curriculum that incorporates analytical thinking, reasoning, and spatial imagination.
Women’s History Month 2025 Interview
I have lived in Winchester for much of my life, raised my daughter here, attended St. Mary’s, and worked as an educator in and around Boston for 15 years.
What sparked your interest in STEM?
STEM subjects came naturally to me. I enjoyed arranging and rearranging numbers, notes, and spaces, making things more explicit, streamlined, and precise. As a third grader, I faced challenges in school, particularly in English. I was often humiliated by people who lost patience with me. When I discovered that math and science were more logical and less subjective, pursuing a path in STEM felt like a natural choice.
What have been some of the highlights of your work (or something you are proud of)?
A highlight has been creating and pilot testing cluster pathways for students who choose a STEAM/STEM discipline and may not have a strong mathematical background. A cluster means two classes are paired together, for example, two college-level courses may run in tandem with collaborating professors. Or, a developmental course may be paired with a college-level course across disciplines. The goal is to help set students up for more success, especially those coming from marginalized populations and students who haven’t performed as well in traditional mathematical pathways. We implemented and tested these in multiple public high schools and community colleges in Boston and have had remarkable outcomes.
Do you feel you faced particular challenges, and/or had particular advantages, as a female studying STEM or working in a STEM field?
One of my classes has two women, one nonbinary student, and thirty-two men. That is not uncommon, and I try to be aware of the impact of the difference in numbers on the classroom environment. It’s not always the women who find math difficult, though! I personally remember when, as a student in 7th and 8th grade, I was seated near many of the male football players and found myself explaining concepts to them, as problem solving came easily to me.
Recognizing that our lives have multiple dimensions and pressures, what do you do for self-care?
I love the sounds and smells of the beach, and spending time on Cape Cod allows me to disconnect from devices for periods of time. This helps me recharge after working intensely with large groups of people. Reading novels, listening to music, playing with my cats, and binge-watching shows like “ Paradise” also help!
Since this is a month honoring women, is there a woman who has inspired you and why?
I have learned so much from Maria Montessori, her methods, and her willingness to believe that we are all capable of success and independence. What I’ve taken from her example is that it’s important to support people in the process of identifying their inner strengths, and to learn lessons from both our failures and our achievements.
How can we inspire and support young women to pursue STEM in their studies, careers, or lives?
Exposing students, especially women, to the work done in STEM fields without the pressure of competition is enormously important. Putting things together without worrying about outcomes lets us find the fun in trial and error. Hands-on learning and a project-based curriculum are instrumental in elementary school. I try to promote collaboration, minimize competition, build tolerance for failures, and expand young women’s appreciation of math.