I want to be a teacher because I believe deeply in relationship-based learning. My most meaningful educational experiences came from teachers who took the time to know me, foster curiosity, and push my thinking through discussion, collaboration, and individual support. Those relationships shaped not only how I learned math, but how I learned in general.
I believe students learn mathematics best through collaboration and by understanding why ideas work, not just how to execute procedures. Beyond content, math develops habits of mind that matter: approaching problems from multiple perspectives, using evidence and reasoning to support ideas, and persisting through challenges without immediate solutions. While math can be taught through rote memorization, its real value lies in environments where students actively engage with ideas and practice learning itself.
These beliefs guide my interest in humanizing mathematics education. In my work, I have explored how narrative and storytelling can be used to support learning in calculus classrooms, particularly as a way to help students relate to abstract concepts and see mathematics as part of the human experience. This project grew out of the recognition that while many teachers want to incorporate creative, interdisciplinary approaches, they often lack the time or resources to develop them independently. By creating narrative-based calculus resources for high school AP classrooms, I aim to support educators in making mathematics more accessible and meaningful—especially for students who may already feel drawn to the humanities. This work reflects my belief that mathematics should serve human flourishing, not just standardized outcomes.
Equally important to me is building a classroom culture where all students feel valued. I aim to challenge the idea that some people are simply “math people” while others are not by emphasizing equal learning opportunities and multiple ways of thinking. Whenever possible, I would connect mathematical ideas to students’ interests and experiences to show that math extends beyond the classroom.
My relationships with teachers shaped my love of learning, and I hope to pay that forward by creating a classroom where students feel supported, engaged, and empowered. I want to understand my students as individuals and help them find meaning in what they learn. Ultimately, I hope my impact is helping students discover something new about themselves and the world around them.