I think about my educational interests in two interconnected realms:
Community-Based Teaching and Learning
My long-standing involvement in math competitions and community-based volunteer work has sparked an interest in how such experiences shape young learners, particularly those aged 13–20. I wonder:
What impact do these activities have on student development?
Does the type of activity influence the outcome?
How can we design these experiences to be inclusive across diverse social and cultural backgrounds
Do they really work — and how do we know?
and more!
Problem-Solving Practices and Thinking Classrooms
I’m an advocate for the Thinking Classroom framework, which treats the math classroom as a space that nurtures critical thinking. This includes bringing problem-solving practices into both in-service and pre-service teacher education.
This ties closely to another interest of mine: math communication. It's a skill essential for learning and teaching, yet one we rarely teach explicitly. There’s still no established method to foster it effectively in the context of Canadian curricula — and I want to change that.
Though both of these areas are wide in scope, I approach them with a hands-on mindset. I’m driven by practical solutions and a desire to make meaningful change.
During my undergraduate studies, I explored various research areas through several research terms, including:
• Graph Theory – colourings
• Partial Differential Equations – applications in fluid mechanics
• Algebraic Topology – classification theorem of compact surfaces
For more details, see my CV.
I continue to be intellectually engaged with topics in topology (such as knot theory), combinatorial geometry, and commutative algebra—primarily for personal enrichment and curiosity rather than professional research.