Below are excerpts from my teaching philosophy. To read my full teaching philosophy, click on the PDF below.
"At Michigan State University I really learned what mathematics is. I learned what it felt like to struggle trying to understand concepts that didn’t come to me as easily as others did before. It was through taking college level math classes that I was challenged and learned to persevere, even when I started to dislike math. In college I learned how my future students would feel about math: the ones who hate it; the ones who struggle to understand it no matter how much (or how little) they try; and the ones who are used to rote memorization and struggle when it comes to using their critical thinking skills."
"Since students spend so much time at school, the classroom should feel like a community with their peers."
"Relationships with students helps them connect to the teacher and the teacher to the student. Knowing one small thing about a student’s personal life makes a difference to them. ... When students understand that their teachers care, they give those teachers more respect over ones who don’t build that relationship. When students have that relationship with their teachers, they are more willing to learn. The relationship between students should also be like this. When students know a little bit about their classmates, they have more respect for each other and each other’s learning. The class becomes a community setting."
"Math is using problem-solving and critical thinking skills to quantify and measure the real world. One way I would like to teach is through project-based learning. I believe that students have a better grasp of the concepts when they use them in practice."
"Access to relevant math education is also teaching math for social justice. ... Teaching math for social justice uses math to explain data and observations of injustices and inequality that happens in our society. This is extremely important. If we never talk to them about what’s happening in the world or expose them to something culturally different than what they are used to, they will never build these skills to analyze the world around them. This type of teaching has students critically think about current issues that we face as a society. This teaching can focus on local or global issues to give student perspective that the world is bigger than just themselves. It brings in a real world context about the math they are learning and how it explains what is going on in the world."