Number Theory (Fall 2024)
The course was based on Marshall, Odell, and Starbird's (2007) "Number theory through inquiry" (Chapters 1–4, 6, 7). Students were assigned 3-4 theorems or problems before each class, which they then presented in class. Students typed up the proofs or solutions they presented, thereby creating our class's textbook. For example: See the Chapter 4 workbook (no proofs or solutions) and the Chapter 4 textbook (with students' proofs and solutions). The design of these files was inspired by Edward Tufte.
Calculus I (Fall 2022, Spring 2023, Fall 2023)
The course was based on Stewart's "Calculus" (Chapters 1–5) and followed a lecture–recitation model. I was responsible for the lectures, for all exams but the final, and for supervising 3-4 graduate student recitation leaders per semester. The resources I co-created as part of this course can be accessed here. (New Calculus I instructors using the same textbook may find the recitation activity booklets and the old tests particularly useful.)
History of Mathematics (Spring 2021)
Elementary Mathematics for Teachers II (Spring 2020)
Elementary Mathematics for Teachers I (Fall 2019)
Transitions to Proof (Spring 2019)
I have gained experience offering teaching professional development to incoming graduate students as well as graduate students with teaching experience. The teaching professional developments I have offered have covered topics such as group work, rich mathematical tasks, teacher discourse moves, positioning theory, use of technology, and preparing for the first day of class.
Teaching professional development (focused on implementing active learning) offered to mathematics graduate teaching assistants with teaching experience as part of NSF Grant No. 2315747 (Spring 2024, Spring 2025)
Teaching professional development offered to incoming mathematics graduate students as part of my Lead Teaching Assistant Duties in the Center for Instructional Mentoring in the Department of Mathematics (2021–2022)
“Mathematics Discourse in Secondary Classrooms” (M-DISC) teaching professional development (adapted to the undergraduate context) offered to mathematics graduate teaching assistants with teaching experience (Spring 2021)
Teaching Intern for grades 5–12 (10/2016 – 02/2017)
Camp Counselor at the Ross Mathematics Program (Summer 2017)