The Landscape

Geospatial factors have made math learning and doing a hard-to-do activity; the vastness and ruggedness of these factors have alienated our students from realizing their potential in mathematics disposition and proficiency. I invite co-math educators, researchers, and parents to around fire dialogue of unlocking ideological chains limiting reflective conversations in our mathematics classrooms.

Aspirations

My training as a STEM teacher majoring in Mathematics Education prepared me for a lifetime
dream of becoming a math educator and part of the solution to the challenges learners face in learning and doing mathematics. I owe it to my elementary school mathematics teacher, who undoubtedly changed my view of mathematics in my formative years. I have taught mathematics for over ten years, interacted with students at different levels, trained in-service, and pre-service teachers worked with faculty members in research projects at Syracuse University and noticed pedagogical gaps resulting from either math content mastery or teaching strategy. I hold a belief that excellent math content mastery, as well as excellent math teachers, are central to teaching and learning mathematics. I desire to develop in-depth knowledge and skills of research and quality math instruction and impart these to future teachers. My goal is to be part of the team which would reengineer the classroom environment, the teaching tools, and design theoretical frameworks through research to influence the policymakers and the practitioners in the struggle for equal opportunity for all students in the math learning space. For these and other reasons, I chose to pursue a career as a mathematics educator, aspiring to be a college professor specializing in mathematics education and research in progressive pedagogies that would support social justice, equity, and inclusion in the broad mathematics learning space.

Let’s Work Together

Get in touch so we can start working together.