My teaching philosophy centers on creating a transformative math classroom where students feel a strong sense of belonging, confidence, and possibility. I aim to build a comfortable learning environment in which students’ ideas are valued and respectful discussion is a daily practice. By the end of their time in my class, I want students to see math as something they are capable of understanding and using creatively, rather than something that limits or intimidates them.

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A central influence on this philosophy is the work of scholars such as Boaler, Greeno, and Calabrese-Barton, particularly their emphasis on student agency and identity in mathematics. I believe students learn best when they see math as something they can identify with and shape through their own thinking. Whether a student approaches learning creatively or prefers more structured reasoning, my goal is to show that mathematics is flexible and accessible, and that all students can succeed while honoring their individual learning styles.

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I also draw strongly on constructivist principles, viewing students’ prior knowledge as a foundation rather than a barrier. Rather than framing student thinking as “misconceptions,” I see students as bringing valuable preconceptions that can be refined through discussion and exploration. Through respectful dialogue, I aim to help students connect new ideas to what they already know, while recognizing that each student’s learning path will look different.

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Additionally, I believe it is essential to recognize and leverage the diverse cultural and intellectual backgrounds students bring into the classroom. Inspired by Vygotsky’s theories of social learning, I strive to create a space rich in student-led discussion, where multiple perspectives deepen understanding. In this setting, my role is primarily that of a facilitator, guiding conversation while allowing students to learn from one another.

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Finally, I view culturally responsive teaching as vital to both academic success and personal growth. By demonstrating genuine passion for mathematics and care for my students, I hope to empower them with skills, confidence, and critical awareness that extend beyond the classroom, regardless of the paths they ultimately choose.