My teaching is guided by my conviction that students learn mathematics more meaningfully when they are encouraged to understand ideas, make connections and see beyond procedures.
I aim to create learning environment where students feel able to explore, make mistakes, question and develop confidence in their mathematical thinking. Whether teaching Calculus, mathematical modelling or other areas of university mathematics, I emphasise understanding mathematical structures, explaining reasoning and connecting ideas with meaningful problems.
I am particularly interested in how imagination, emotions, creativity and storytelling can enrich mathematical learning, allowing students to experience mathematics not only as a technical discipline but also as an intellectual and human endeavour.
Helping students recognise mathematical structures, connect concepts and understand why methods work.
Creating opportunities for students to ask questions, exchange ideas and become confident participants in mathematics.
Using stories, applications and creative approaches to reveal the possibilities and human significance of mathematics.
Teaching is ultimately about the people in the classroom. While I can describe the principles that guide my practice, students are often better placed to explain what those principles mean in their own learning experiences.
My commitment to mathematics education has been recognised through institutional teaching awards and opportunities to share educational innovations with colleagues and students internationally. My teaching practice is also a continuing source of research questions, scholarly investigation and new educational designs.
Swinburne University of Technology, 2022
School of Science, Computing and Emerging Technologies, 2022
Citation: For an innovative pedagogy that incorporates storytelling to motivate and engage students in making meaning of mathematics concepts and their relevance to the real world.