Teaching Philosophy

I believe that learning mathematics is an experience that should empower students to think critically, solve problems creatively, and understand the world around them. My teaching core values are grounded in

• inclusivity - creating a welcoming learning environment for all students, regardless of their background or abilities

• inquiry-based learning - encouraging students to explore mathematical concepts through discovery and exploration, rather than mere memorization

• making connections - between abstract concepts and real world applications

• active learning - through engaging and interactive lessons that involve students in the learning process via discussions, group work, and hands-on activities

• continuous assessment and constructive feedback - to guide their progress, and

• a growth mindset - that celebrates mistakes as opportunities for growth and learning.

I am committed to ongoing professional development, staying current in best practices, and continuously refining my teaching practices to meet the evolving needs of my students.

Students Feedback

The Rubik's Cube project was such a fun application of math, in a class that I thought was almost impossible to introduce tangible examples (literally). The course is taught in a very manageable way, even for a student who has had no background in using set notation or writing proofs. (Modern Algebra I, Fall 2025)

Henry was a very informative recitation TA. He helped me understand the material on a deeper level than I could have in just the lectures and I always felt like I was making progress during the period. His classes always felt productive and his method of integrating mini-quizzes with the homework walkthroughs was a good learning strategy. (Anonymous - Calculus I, Fall 2023)

Mr. Azubuike's love for calculus is apparent, and he is adamant about instilling the same sort of feeling in us students. Active participation is always encouraged, and the structure of his lessons always requires it. My favorite lessons were ones where he came to class with new and challenging examples in which us students had to work together to solve. Not only did I learn everything I needed to through his teaching, but my love for the subject of calculus and math in general was enriched. I cannot speak highly enough about Mr. Azubuike's ability and care towards his craft. (Calculus III, Fall 2020)

I was lucky enough to have Henry as my recitation instructor for both calculus 1 and 2. Henry was always upbeat and in a good mood and always wanted to help his class learn. He would often help us with the homework as well as quiz us to make sure we understood the material. He didn't just stand at the front of the room and tell us how to do things but would work through problems with us and have us help him step by step in order to make sure we understood the material. I believe that Henry helped me learn much more effectively than the professor in calculus 2 and was very important for my success in both classes. From discussing with my friends and hearing what their recitations were like I would recommend working around your schedule to get Henry as your recitation instructor if possible. (Calculus II, Spring 2024)

Having Henry as a TA for College Algebra was beyond beneficial. He was always great no matter how bad the day seemed, he was very engaging in the lessons and made it easy for me, a person who struggles in math, to understand it so easily. He always asked us repeatedly if there was ANYTHING we remotely did not understand and how he could hep us understand regardless of if it seemed "too easy."  (College Algebra, Spring 2022)