MINDSET
MINDSET
Critical Thinking: I challenge students to step out of their comfort zone and to think deeply and purposely about the mathematical questions they encounter in lecture and homework. I want them to rely on their experiences and prior knowledge to produce new ideas. My goal is for students to focus on their own path towards a solution; hoping they'll realize the process may be more instructive than the answer.
Active Learning: I expect students to be active agents in the development of the course and to always be ready to engage while discovering the course content. Most meetings would have a "mini-lecture" fostering class discussion and then move to in-class handouts.
No one-size-fits-all: Not all students learn the same way. Some follow their intuition, others prefer visual ideas, while many prefer learning by doing. I try to incorporate different approaches to my teaching style, ranging from traditional lectures, use of slides and tech devices, and group work. I know my style is not for everyone, thus I encourage student to "browse" around during the first week of lectures and stay with the instructor they find more affinity with.
Safe Environments: A classroom should be a space where everyone feel as an equal. I believe that both students and instructors are responsible for maintaining an appropriate learning environment. I practice a zero tolerance for discrimination of any kind.
Improve Upon: I highly value students feedback and work hard to incorporate their suggestions in future lectures and/or courses. For this reason, I encourage students to fill out weekly check-ins so that I can get a sense of where to improve and where to revisit. I strive to keep developing my teaching skills and continue learning about learning.
MATH 102 Calculus II (S25, current)
MATH 101 Calculus I (F24, current)
MATH 162 Calculus II (F23, S24)
MATH 118 Precalculus II (S24)
MATH 117 Precalculus I (F23)
MATH 351 - 0: Fourier Analysis and Boundary Value Problems (computational and proof based) (F21)
MATH 334 - 0: Linear Algebra - 2nd course (proof based) (Su22)
MATH 281 - 3: Linear Algebra (ISP) (S23)
MATH 281 - 2: Ordinary Differential Equations (ISP) (W23)
MATH 281 - 1: Multivariable Differential and Integral Calculus (ISP) (F22)
MATH 240 - 0: Linear Algebra (F21)
MATH 230 - 2: Multivariable Integral Calculus (S22)
MATH 226 - 0: Sequences and Series (F22)
MATH 220 - 2: Single-Variable Integral Calculus (W21, W22 [Course Coordinator])
MATH 220 - 1: Single-Variable Differential Calculus (Su22)
MATH 218 - 1, 2, 3: Single-Variable Calculus with Precalculus (F20, W21, S21, resp.)
MATH 211 - 0: Short Course in Calculus (S21)
MATH 202 - 0: Finite Mathematics (S23)
MATH 10850: Honors Calculus I (TA, F18)
MATH 10560: Calculus II (TA, F17) (Head TA, S18) (S19, Flipped Course)
MATH 10550: Calculus I (TA, F16, S17)
MATH 10250: Elements of Calculus I (Su18)
MATH 3325: Discrete Mathematics (UTA, S15)
MATH 3023: Precalculus I (UTA, Su12)
I will forever be inspired by the life and academic lessons of my former Professors at the University of Puerto Rico, Dr. Francis Castro (RIP) and Dr. Mahamadi Warma.
I have found many ideas in:
Critical Thinking (Jonathan Haber, 2020), and
Letters to Those who Dare Teach (Paulo Freire, 1993).
Improving Learning and Menal Health in the College Classroom (Robert Eaton, Steven V. Hunsaker, Bonnie Moon)
and have the following titles in my reading list:
Inclusive Teaching: Strategies for Promoting Equity in the College Classroom (Kelly A. Hogan, Viji Sathy, 2022),
Pedagogy of the Oppressed (Paulo Freire, 1970),
Creating Innovators (Tony Wagner, 2012), and
A Pedagogy of Anticapitalist Antiracism (Zachary A. Casey, 2016), and
Ungrading : Why Rating Students Undermines Learning (and What to Do Instead) (Susan Blum, 2020)
YouTube Channels I highly recommend to my students:
3Blue1Brown
Mathologer
Numberphile