Christopher Rakes

Christopher Rakes is an Assistant Professor of Mathematics Education at the University of Maryland, Baltimore County (UMBC), where he serves as the program coordinator for secondary mathematics education within the College of Education. With a Ph.D. from the University of Louisville (2010), he brings extensive practical experience to his academic role.

His research focuses on three primary areas: the use of technology for teaching mathematics, mathematics misconceptions, and professional development of mathematics and science teachers. Rakes emphasizes moving beyond rote memorization to develop conceptual understanding in mathematics education, advocating for teaching methods that help students develop meaningful mathematical comprehension.

His notable 2017 article 'Challenging the status quo in mathematics: Teaching for understanding' analyzes how traditional mathematics instruction has changed little in the last century and proposes approaches that focus on conceptual understanding rather than procedural memorization. His work addresses the disconnect between reform efforts and actual classroom practices in mathematics education.

Rakes has significant practical experience, having taught mathematics for ten years (eight in secondary education, two in postsecondary) in both urban and rural settings, with a concentration on helping at-risk students succeed. From 2010-2012, he coordinated peer review of grant proposals on the Mathematics and Science panel at the Institute of Education Sciences, and has edited reports from the National Center of Education Statistics.