Teaching

Teaching Philosophy

My approach to teaching is grounded in helping students develop conceptual understanding through exploration, visualization, and structured reasoning. I emphasize building mathematical intuition before formalization, using tools such as Desmos and interactive activities to make abstract ideas more accessible.

My teaching is shaped by both humanistic and progressive pedagogical traditions. I aim to create a collaborative learning environment that supports student curiosity, creativity, and agency, while also recognizing the structural inequalities that shape access to education. Through this work, I strive to foster not only mathematical literacy, but also confidence, self-efficacy, and a sense of belonging in the classroom.

More broadly, I am interested in how non-traditional pedagogical approaches—such as Montessori-inspired methods—can be adapted to higher education to support more equitable and meaningful learning experiences. I am particularly interested in how mathematics education can be used as a tool for expanding access, agency, and representation in STEM.

Teaching Practice

In my courses, I implement this philosophy through a combination of structured activities, student choice, and continuous feedback. I regularly incorporate Desmos-based activities and tactile learning tools (“Tactivities”) to support multiple learning styles and encourage conceptual reasoning.

I prioritize transparency and clarity by providing detailed course structures, consistent feedback, and multiple opportunities for students to reflect on their learning. These include mid-semester feedback surveys, exam wrappers, and open-ended course evaluations, which I actively use to adjust my teaching.

I also incorporate accessibility and flexibility into my course design, including multiple modes of content delivery, flexible deadlines, and support for students with diverse linguistic and educational backgrounds. My goal is to create a classroom environment that is both rigorous and supportive, where students feel empowered to engage with challenging material.

Instructor Statement

I have been fortunate to learn mathematics in environments that supported the development of intuition and deep understanding. I aim to make that experience accessible to all students, rather than something determined by luck or prior opportunity.

In my courses, I encourage students to actively build their own mathematical intuition through collaboration, exploration, and reflection. I strive to create a judgment-free learning environment where students feel comfortable asking questions, making mistakes, and growing.

Outside of mathematics, I enjoy film and photography, fantasy and science fiction, baking, outdoor activities, and sustainable fashion.

Projects & Grants

Promoting Mathematical Reasoning and Transforming Instruction in College Algebra (ItsCRiTiCAL Grant)
University of Colorado Denver, 2023–2024
Instructor implementing and reflecting on Desmos-based classroom activities
Grant managed by Heather Johnson, Ph.D.

Curriculum Mapping & Lesson Development
Link Community Charter School, Newark, NJ — Spring 2021
Collaborated with Hannah-Marie Kennedy on curriculum design and instructional planning

Courses Taught

University of Colorado Denver

MATH 1120 College Trigonometry
2024–2025 Academic Year

MATH 2380 Introductory Statistics
Summer 2024

MATH 1110 College Algebra Recitations
2023–2024 Academic Year

Link Community Charter School (Co-Teaching)
7th Grade U.S. History — 2020–2021

Gonzaga University
Physics 101 Lab (Teaching Assistant) — Fall 2019

Tutoring & Instructional Support

Private Tutor (Physics: Electromagnetism)
Spring 2026

Private Tutor (Precalculus & Trigonometry)
Spring 2023

Gonzaga University Learning Studio
Math, Physics, and Computer Science Tutor (2016–2020)

Gonzaga University Science in Action!

Elementary School Volunteer Science Teacher (2019-2020)

LaSalle Catholic College Preparatory

Algebra and Physics Volunteer Peer Tutor (2013-2016)

Teaching Materials

Stretch College Algebra I Guided Notes (LaTeX-based)
In-progress instructional materials focused on conceptual understanding and structured problem-solving.