My teaching is rooted in community and building relationships with my students. I strive to foster a collaborative and inclusive classroom environment. I tell my students that when they enter my class, they are mathematicians. Mathematicians think critically, learn by doing, and communicate their ideas to others. Mathematicians also struggle, misunderstand, and make mistakes. I assure my students they will do all these things in my courses. Struggling makes many students uncomfortable, and part of my job is to help them feel more comfortable as the semester progresses. I help to develop students' growth mindsets. Every day of struggle makes them that much more capable the next day.Â
I also emphasize the importance of communication, an essential skill in any career and life in general. The requirement of active learning and working in small groups not only develops students' mathematical thinking skills, it also trains them to communicate complex ideas to others, express when they do not understand something, and formulate useful questions. These are crucial skills for them to carry throughout their academic and career paths.
I design and implement active-learning strategies within my courses, including think/pair/share exercises, small-group activities, homework and exam revision activities, and project-based learning. Planning these types of courses required immense time, effort, and critical thinking, and research shows that these high-impact practices provide better outcomes and more fulfilling experiences for students.
Below is a history of the courses I have taught.
Calculus I, Calculus II, Statistics with Applications, Applied Linear Algebra, Discrete Mathematics, Number Theory, Combinatorics, Introduction to Graph Theory
Topics in Ramsey Theory
Pre-calculus, Calculus for Life Sciences II, Calculus of Several Variables - Part I