Teaching

Here is a .pdf of my Teaching Statement.

My teaching rests on the belief that every student can learn mathematics, whether or not they know it yet, and that my job is to show them they can. I don't expect every student to become a mathematician. But whether or not they take another math class, students who finish a course with me should be able to think logically, communicate their ideas clearly and concisely, and understand the principles behind the mathematics they use.

Class notes

Students consistently name the class notes as one of the most helpful parts of my courses. I typeset the notes before class so students can print them and fill them in during lecture, which lets us spend class time on ideas instead of copying from the board. Afterward, I post the completed notes to the course site so students can review, check their answers to group work, or catch up if they missed class.

Trigonometry lecture notes

My Trigonometry notes are built around scaffolding questions, which are short, sequenced prompts that start from what students already know and lead them step-by-step to each new idea, so they work out the key results themselves rather than being handed them. Both versions are below (covering Chapters 7–10 of OpenStax's Algebra and Trigonometry 2e).

Blank notes  ·  Filled-in notes

Below are more examples from a range of courses, from introductory Calculus to upper-level Numerical Analysis and a statistics course for non-majors. They are the notes exactly as I filled them in on my tablet during class, unedited, so some are a little rough.

Courses taught

University of the Virgin Islands

Ohio Wesleyan University

* Multiple sections

Trinity College

Florida State University