Teaching Philosophy

          A negative connotation is often attached to mathematics learning. From the beginning of a student’s exposure to mathematics, the moment they encounter failure and fall behind, a negative viewpoint is set. They carry this attitude throughout their education and beyond. Many of my peers from past experiences fall into this continuous cycle, and as they share their perspectives with me, I’ve noticed that the root of the issue often stems from the classroom culture. I want to be the teacher who breaks this cycle and helps students appreciate what the subject truly is. Even though my impact may not reach every student, I will do my best to challenge these set perspectives.

Building connections with students is crucial to accomplishing this goal and shaping a positive classroom culture. One way I plan to do this is by having students reflect on their past experiences with mathematics at the beginning of the course. Allowing students to express their initial feelings about math gives me valuable insight into how they view the subject. In my own experience, the ability to express personal thoughts was something that all of my math classes lacked. I want my students to feel comfortable sharing their discomforts and struggles not only with each other, but also with me. While not every student may be fully open, even having a space to share is an important first step that many classrooms miss.

          When introducing new mathematical concepts, it is important to ensure that the background knowledge needed to understand them is in place. Leaving gaps unaddressed often results in students falling further behind. From what I’ve observed of my peers’ experiences, many were left behind at some point and never had the opportunity to catch up. This happens more often than many teachers realize. By regularly checking in with students and asking questions that reveal their understanding, I can identify these gaps and adjust instruction. Adapting in this way is crucial for building a more cohesive classroom.

          Mathematics is a subject built on prior knowledge, and it is not always straightforward. Because of this, I believe collaboration and learning through failure are essential. One of the first major struggles I experienced in math was during my first semester of calculus at UT Austin. That class made me recognize the value—and even the beauty—of struggle. Having a classroom culture that encouraged elaboration and seeking support helped me succeed. Even now, I carry with me the lessons I learned from that struggle. I want my students to see that struggling is not a sign of weakness, but rather a part of the learning process. A fixed mindset develops when students feel discouraged and shut down, so I want my students to struggle productively without losing confidence. To make this possible, I need to foster a classroom culture that encourages collaboration both inside and outside of class. It’s no surprise that the only class I ever took that emphasized collaboration remains the best class I have ever been a part of.

          If I were to choose a classroom model that reflects what I hope to create, it would be one centered on encouragement, openness, and persistence. I want my classroom to be a place where students feel comfortable taking risks, where struggling is normalized, and where perspectives on mathematics can change for the better.