During my senior year of high school in AP Calculus, I often found myself wondering, "When will I ever need this?" Although I had always been a strong math student, I never imagined pursuing a career in it. I entered Michigan State University knowing I wanted to work with students and make a difference, but it wasn’t until I began tutoring through one of my courses that teaching found me. That moment of clarity—realizing I wanted to teach math—was one of the most pivotal in my life. Each step since then has reaffirmed that this work is what I’m meant to do. I’ve learned that even when we think we won’t need math, it often shows up in unexpected and powerful ways.
One of my most formative teaching experiences happened early in my career, with a student in Algebra 2. She had been working hard but struggled to keep up, and math had become a source of frustration. One day, something clicked. She called me over to check her work—and it was correct. I saw the spark in her eyes as her confidence grew through the rest of the class, and later, when she aced the chapter quiz. Watching her light up and begin to believe in herself was one of the most rewarding moments I’ve ever had as a teacher. It reminded me that teaching is about more than transmitting knowledge—it's about opening doors. Every student deserves the opportunity to feel capable, seen, and successful in math.
At the heart of my teaching philosophy is the belief that every student belongs in the math classroom. Too often, math is treated like a gatekeeper, reinforcing inequities that deny some students access to meaningful learning experiences. I work to disrupt this by building a classroom culture rooted in collaboration, exploration, and belonging. I believe students learn math best when they can explore it themselves, talk about it with others, and see how it connects to the real world. Creating space for student voice, honoring diverse ways of thinking, and making learning relevant are central to how I teach.
Equity in math education means meeting students where they are and designing learning experiences that affirm their identities and strengths. It means shifting the narrative from who is “good at math” to how all students can grow as mathematical thinkers when given the right tools, support, and community. I strive to create a classroom where students see themselves as capable, valued, and integral to our learning journey.
In summary, I believe that great math teaching invites all students in. It breaks down barriers, builds confidence, and connects content to purpose. Mathematics is a powerful tool—not just for solving problems, but for building the critical thinking, collaboration, and resilience that students will carry into every part of their lives.