My teaching spans a broad spectrum from college algebra to graduate-level differential equations and is grounded in the belief that mathematical fluency arises from conceptual clarity, strategic practice, and a sense of purpose. At the foundational level, I help students build confidence and critical thinking through clear explanations, scaffolded problem-solving, and real-world connections. As students progress into advanced analysis and differential equations, I emphasize structure, precision, and creativity. Whether introducing the concept of a limit or exploring the existence and uniqueness of solutions to PDEs, I cultivate a classroom culture where students are encouraged to ask questions, make connections, and take intellectual risks.

Across all levels, I prioritize pedagogical reflection and the development of mathematical identity. I draw from math education research to implement active learning, intentional questioning, and inclusive teaching practices that address diverse learning styles and backgrounds. In particular, I support future educators and aspiring researchers by modeling how deep mathematical ideas can be taught with clarity and flexibility. My goal is for students not only to master the content, but to understand how and why mathematics is taughtand to emerge as confident thinkers who are prepared to communicate mathematics effectively, whether in a high school classroom, a graduate seminar, or a collaborative research setting.

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