I am driven by the challenge of helping every student to succeed. Most recently I have done this at the secondary level as a public charter school teacher. Prior to that, alongside my own doctoral work in mathematics, I taught and assistant-taught college-level math classes, from remedial Calculus to Multivariate Calculus.

Helping students discover math themselves is the subject of the PROMYS program (Program in Math for Young Scientists) in number theory. I spent two summers at the PROMYS program, one as a counselor to four students in the highly selective high school program, and one as a graduate student myself alongside area high school math teachers in the PROMYS for Teachers program. As a counselor, I worked through daily problem sets with each of my students, helping them to see connections and make conjectures about the classical number theory we were studying. The goal was to make math fun.

At Carnegie Mellon I was in an interdisciplinary PhD program in math, computer science, and philosophy (one of the top logic programs in the country) that emphasizes the teaching component, in addition to what they are known for: research. I had a 4.0 in the math department there over two full-time years before I left for other study. I was fully funded as a masters student at Boston University as well, where I had finished undergraduate study with distinction and the department book prize in mathematics, and passed the comprehensive exam at the PhD level. I have a minor in computer science, and three years experience developing object-oriented client/server applications.

I am no stranger to taking time to learn a subject, and I learn a subject best by teaching it, as I can relate to what students see when approaching it for the first time. More than that, students do not enjoy math unless they feel some kind of mastery in the subject, and that comes with practice and tutelage. Learning math can be fun.

For one summer, I was a general counselor and trip leader for international high school students at The Americ