Meet Math Medic

At Math Medic, we believe that every student is capable of engaging with math in authentic, rich ways. We believe in the power of student voice and helping foster strong math identities. We understand our responsibility to disrupt traditional classroom dynamics around who holds the knowledge and to broaden our perspective on what it looks like to learn and do mathematics. The Experience First, Formalize Later (EFFL) model is a tool for cultivating this kind of environment.

Our mission: Empowering teachers to lead student-centered classrooms where learners develop deep understanding through thoughtful investigation.

Luke, Lindsey, and Sarah developed and tested the Math Medic lessons in their classrooms as colleagues at East Kentwood High School.

Lindsey Gallas

Co-founder

Lindsey has experience teaching math in both the middle school and high school setting. She creates contexts in the classroom that activate students’ curiosity and fosters student discovery by encouraging students to share their observations in small group discussions. Lindsey has a Master’s degree in Curriculum and Instruction with a specialization in Math from Grand Valley State University.

Luke Wilcox

Co-founder

Luke teaches mathematics at East Kentwood High School, a public school in West Michigan that is Beating the Odds. He believes students and teachers learn best when there is a context to connect to their learning. Notably, Luke is the 2017-2018 Michigan Teacher of the Year and was previously recognized as the Presidential Award winner for mathematics. He has a Master’s Degree in Mathematics Education from Grand Valley State University and completed his undergraduate mathematics and physics degree at the University of Michigan. Follow along on his adventures on his website.

Sarah Stecher

Lesson Designer

Sarah has experience teaching a variety of high school math courses, ranging from Geometry all the way to AP Calculus. Her mission is to make challenging mathematics content accessible and engaging for students through discovery and collaboration. She strives to foster a classroom environment centered around student discourse, where all students feel capable and comfortable making contributions. Sarah is a graduate of the University of Michigan.