Math Educator Goes Back to School to Explore Other STEM Fields

By Claire Miller

ATLANTA — For the past 18 years, Damarrio Holloway (M.Ed. ’24) has been an expert at the “m” in STEM: mathematics.

He earned a doctorate in mathematics education and currently teaches statistical reasoning and dual-enrollment courses at Discovery High School in Gwinnett County. He’s also an adjunct professor at Oglethorpe University, teaches math modeling and algebra at Georgia Gwinnett College and has presented his work at the National Council of Teachers of Mathematics’ regional and national conferences.

But his interest in better understanding the other STEM fields led him to the online master’s program in STEM education in Georgia State University’s College of Education & Human Development.

“Initially, I applied out of sheer curiosity about STEM,” he said. “I asked a few of my trusted colleagues and close friends if I should apply. They all told me yes, and that they could see the benefits for me and how it would add to the passion I already have for mathematics education.”

Holloway is one of several STEM teachers from Gwinnett County Public Schools — and one of four teachers from Discovery High School — earning their degrees thanks to funding from the school district and Associate Professor Natalie King’s Alan T. Waterman Award from the National Science Foundation.

He challenged himself by focusing on one of the areas of the STEM master’s program that he was the least knowledgeable about: technology.

“I have always had some trouble incorporating technology into my lessons, so I decided to make my STEM concentration technology — specifically computer science,” he said. “During the programming course, I learned again what it means to be a student in a course designed for productive struggle. I had absolutely no background in programming, and it was one of the best struggles in my educational career since 10th-grade biology.”

He’s also appreciated the opportunity to connect with his colleagues from Discovery High School in the program, all of whom teach different subjects in different grade levels.

They might not have had the chance to get to know each other otherwise, and Holloway has appreciated how they’ve learned from each other and supported each other.

“I tell my students all the time that any form of education is not done in isolation,” he said. “You need someone else to help you, and you need to help others during this journey. And, on a daily basis, we all got through this program with each other’s guidance and assistance.”

After graduating this December, Holloway plans to create a mathematics course that combines mathematics literacy with computational thinking and computer science knowledge and skills.

He also hopes that he’ll stay connected with the teachers he met in the STEM education program.

“Working alongside a group of educators and experiencing the same struggles and successes in life is a joy that I think all educators should experience,” he said. “I believe I have made legitimate friends through this program, and I hope all of our professional relationships will continue to flourish.”