Troy Larsen (he/him)
Troy Larsen (he/him)
Applied Mathematics Ph.D. Student North Carolina State University SAS Hall 4117 tjlarse2@ncsu.edu
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Teaching
Teaching
I am passionate about fostering an engaging and inclusive learning environment where every student feels supported in their academic journey. My teaching philosophy centers around creating an interactive and collaborative space where students can think critically and develop a strong foundation in mathematical problem solving. In recognition of this commitment, I was honored in 2025 with both the Franke-Norris-Griggs Award for Excellence in Teaching from the Mathematics Department and the Outstanding Teaching Assistant Award from the Graduate School. Currently, I am pursuing a Level 1 and Level 2 Teaching Certificate at NC State University, where I am deepening my understanding of pedagogical strategies and classroom management. As part of my ongoing commitment to professional growth, I am also working towards participating in the nationally recognized Preparing the Professoriate (PTP) program to refine my skills at an advanced level.
Teaching Philosophy
Teaching Philosophy
The field of mathematics is often characterized by its inaccessibility: you're either a "math person" or you're not. Moreover, recent studies have shown that students with traditionally marginalized identities are far less likely to identify as mathematically-inclined than those without (see this article, for example). In my opinion, addressing this issue head-on is a primary responsibility of any math educator. As a result, my teaching philosophy focuses on re-humanizing mathematics through the psychology of cognitive reappraisal. I describe my teaching objectives with five C's:
Care. I believe that students learn best when they feel seen, heard, and supported. In addition to focusing on academic progress, it is my responsibility as a teacher to understand each student’s individual needs, challenges, and goals. I aim to create an environment where students can ask questions, make mistakes, and grow without fear of judgment. As a result, I ask for feedback consistently and often, and my teaching style is adaptive to best serve the needs of my students.
Community. Imposter syndrome is very prevalent in mathematics, but it doesn't have to be. My classroom is a place where we learn together, celebrate each other’s successes, and tackle challenges as a group. I employ active learning methods in my teaching, and students hone their skills with a combination of individual work, small group presentations, and larger group activities. By fostering a collaborative environment, I want students to feel that they are part of a learning community—one that values diversity of thought and encourages open dialogue.
Continuity: I want students to see that math isn’t a collection of isolated concepts, but a continuous journey where each new idea builds on what came before. By reinforcing this interconnectedness, I help students understand not just how things work, but why they work that way. My classes often follow a "Launch, Explore, Summarize" framework, beginning with review discussions and concluding with open-ended questions that motivate subsequent material. This continuity makes learning feel less overwhelming and more like a natural progression, helping students see their own growth throughout the course.
Confidence: I firmly believe that everyone has the potential to succeed in mathematics. My goal is to help students build the mindset that they can tackle any problem, even when it seems difficult at first. Through encouragement, breaking things down into manageable steps, and celebrating small victories, I want students to leave my classroom knowing they have the tools and the confidence to succeed in their academic endeavors.
Competence: Mathematics isn't just about getting a right answer, but being able to articulate why a solution or process works. I want students to leave my class not just having memorized formulas or procedures, but with a deep understanding of the concepts that will allow them to solve problems with skill and creativity. From my point of view, competence is about developing the problem-solving mindset that will carry students through not just math, but any challenge they encounter in their future careers.
Experience at NC State
Experience at NC State
As Instructor of Record
As Instructor of Record
MA 131: Calculus for Life Sciences & Management A, Fall 2024
MA 107: Precalculus I, Summer I 2024
As Recitation Leader
As Recitation Leader
MA 241: Calculus II, Spring 2024
MA 141: Calculus I, Fall 2023
"Troy's teaching style is a prime example of student-centered learning. [He was] extraordinarily personable, and students were engaged. Troy cares about his students, and it shows through the students' energy and participation in class... Genuinely, one of the best classes I have observed."
"Troy's teaching style is a prime example of student-centered learning. [He was] extraordinarily personable, and students were engaged. Troy cares about his students, and it shows through the students' energy and participation in class... Genuinely, one of the best classes I have observed."
- Dr. Lucas Castle, Teaching Assistant Professor
- Dr. Lucas Castle, Teaching Assistant Professor
Additional Experience
Additional Experience
At Fulbright Hungary (EducationUSA):
At Fulbright Hungary (EducationUSA):
Course Facilitator, SAT Preparation for Hungarian High School Students, Fall 2022
At Washington and Lee University:
At Washington and Lee University:
Course Facilitator, FYE 100: General Success at W&L, Fall 2019, Fall 2020, Fall 2021
Course Assistant, MATH 101: Calculus I, Winter 2021
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