Teaching
Teaching
I have more than a decade of experience teaching mathematics at the university, community college, and high school levels. At the University of Missouri–Kansas City and Metropolitan Community College–Kansas City, I have served as instructor of record for courses ranging from college algebra and precalculus through statistics and calculus I–III. Earlier in my career, I taught discrete mathematics, algebra and probability, calculus, and mathematics competition preparation in Iran. Across six formal classroom observations, evaluators have consistently identified clarity, organization, mathematical knowledge, and student engagement as strengths in my teaching. My goal is to help students understand not only how a method works but why it works and when it applies.
University of Missouri–Kansas City (UMKC), 2020; 2022–2026
Calculus I, II, and III
Precalculus
Trigonometry
Calculus & Matrix Algebra
Metropolitan Community College–Kansas City (MCC), 2022; 2024–Present
College Algebra
Precalculus
Statistics
Principles of Algebra
Johnson County Community College (JCCC), 2019–2023
Senior Mathematics Tutor in College Algebra, Statistics and Applied Statistics, Calculus I–III, Differential Equations, and Linear Algebra.
Earlier Teaching in Iran, 2000–2005
National Organization for Development of Exceptional Talents (NODET) and the Education Department
Discrete Mathematics
Algebra and Probability
Calculus
Mathematics competition and university entrance preparation
My teaching emphasizes clear mathematical reasoning, active participation, and support that builds independence.
After demonstrating a concept, I often use short “Your Turn” problems so students can work independently, compare approaches, and explain their reasoning. These activities also help me identify misconceptions before they become persistent difficulties.
My experience as a senior mathematics tutor strongly shaped how I teach. When a student struggles with a problem, the real difficulty is often an earlier algebraic rule, piece of notation, or definition. I use targeted questions to identify that gap rather than simply repeating the same explanation.
I also use technology when it supports mathematical understanding. I use Desmos for graphs and functions, Python for three-dimensional visualization in Calculus III, and Excel and the TI-84 in Statistics. Clinical, public-health, and economic examples help connect mathematical ideas to substantive problems.
My research in applied mathematics, infectious-disease modeling, clinical data analysis, and statistical inference provides natural classroom applications. Epidemic models can make exponential growth and derivatives concrete, while clinical and public-health datasets give students meaningful contexts for statistical reasoning. My training in economics also supports connections to marginal analysis, optimization, mathematical economics, and quantitative social science.
I plan to continue teaching core mathematics and statistics courses while developing interdisciplinary offerings connecting mathematics, statistics, health, data science, and economics. I am particularly interested in applied modeling courses and undergraduate projects in which students move from mathematical formulation to computation, data analysis, and interpretation.