Math and Science Perspectives: Q&A with Brady Hommerding

This month’s Q&A post features Brady Hommerding. He graduated from high school in 2022. He is a recent graduate from the University of Minnesota – Twin Cities. Brady double majored in urban planning and strategic communications. He has professional experience as an intern in the planning division at Hennepin County Public Works. His work focuses on strategy and data analysis for roadway projects.

Q: Please describe your field of study/career. What is your day-to-day experience like? What inspired you to pursue this path?

“I am in the field of transportation planning, specifically transportation scoping and safety planning. My day-to-day experience fluctuates depending on the projects I'm working on, but I often compile and analyze data to tell a story. This includes arguments for why a project should receive federal funding and planning-level concepts for what will be changed on the road and why those changes are important. I also lead quick-build projects specifically for safety changes. This will happen when the costs of making safety changes are low but needed, and a complete redesign is not yet planned.”

“I was inspired to pursue this path because I have always been fascinated by cities and how they work. Transportation planning really helps shape city functions and can create opportunities for how people interact with the built environment. I also really enjoy helping people and making my community safer and more accessible.”

Q: What math courses did you take in school? What science courses did you take in school?

“I took geometry, algebra I and II, pre-calc, AP statistics in high school, and an applied statistics class in college. I took biology, chemistry, and physics in high school and physical science and another biology class in college.”

Q: Was there a particular course that stood out to you? (positively or negatively) What went well? What would have made your experience better?

“I think a course that stood out to me was my college statistics class because I started to see how I would use this in my life and career. Maybe it was because I had a better understanding of what I wanted to do in college or the class, but it made it feel more purposeful. My experience may have been even better if I could have applied the concepts to more real-world scenarios.”

Q: Please describe your math/science experience in one or two words. Why do you feel this way?

“Boring and frustrating. I’d say these harsh words because I felt that the way these classes were taught did not reflect how I’d use them, and I failed to see why I was memorizing certain information and why certain aspects of the class were being taught in high school. I use math skills nearly every day at my job, usually in the form of data and research analysis, but even statistics classes didn’t really make that connection for me. I did well in my classes, but I felt bored in math and science classes because I saw them as something that I just needed to get done, not necessarily retain or use later.”

Q: Please describe your current thoughts on math and science subjects.

“While I am no longer in school, my thoughts on math and science classes are similar, as I feel that many of them operate similarly. I do, however, feel more comfortable with these subjects in my day-to-day life now, as I understand why I am doing the math that I’m doing.”

Q: Provide any additional information that you would like to share with me.

“Math and science subjects were never really an interest of mine. I have positive opinions on them now as I understand why students need to learn these things, but at the time, I failed to grasp the connection.”

The Takeaway

One of the biggest misunderstandings students face in math and science is a lack of contextual knowledge. Most of the time, courses in these subjects focus heavily on calculations and procedural drills. As a result, students miss the fundamental concepts that the courses are designed to teach.

This imbalance can lead to significant learning gaps. The practical skills (how) and the concepts (what) are connected. Success in these subjects relies on mastering both, which requires consistent, varying practice.

Connect with Brady on his LinkedIn profile. If you want to be featured in a future Q&A post, please fill out this Math and Science Questionnaire.