Stay tuned for info about my senior thesis project!
Why “maths” and not “math”? I prefer British term because it is suggestive of the profusion of different fields and subfields of maths and the multitude of different practices and perspectives among people who do maths (not just professional mathematicians).
In Summer 2022, I am teaching Precalc (or rather pre-Precalc) at Breakthrough Collaborative Pittsburgh, a program that prepares underserved secondary school students (typically BIPOC and/or lower-income) for success in school as well as college and careers. Before the program started for the students, all of the Teaching Fellows underwent a two-week training in social justice and effective pedagogy. It’s week 2 of teaching as I write this (week 4 if you add in the training), and so far it’s quite a challenge for me! It’s like summer school + summer camp, combining academic learning with ridiculous fun.
In June-July 2021, I participated in an online version of Budapest Semesters in Mathematics Education. I took two courses in which I experienced the Hungarian Pósa pedagogical method, and two courses in which I practiced using gamification and discovery learning in my own micro-teaching. Here is an essay I wrote for an assignment on reasons to learn and teach mathematics.
Expository paper on minimal surfaces (for Differential Geometry class in Spring 2020)
From April-October 2017, I wrote a three-part editorial series for my high school newspaper about the inadequacies of conventional mathematics education and how people can develop a love of learning through creative approaches to maths:
- “Math’s Magic: Believing is Seeing”
- “Counting on the Concrete to Understand Math”
- “Education Should be Self-Made”
In the summer of 2018, I attended MathILy, an intense summer program in college-level discrete maths for advanced high school students. Here is a photo of my MathILy Branch class – I am the leftmost person in the front row (Note: I was rarely so collected and calm as I look in this picture!):
