When I entered college, I decided to study mathematics because I liked how math is universal – no matter where in the world you study, math is always the same. I realized, however, that this is only partially true. Math content is the same in any setting. The quadratic formula is the same in a rural, suburban or urban school, but the way I teach it depends largely on context. From my first days as an undergraduate at Colgate, my Educational Studies courses have shown me that a teacher must understand their students’ culture and community, as well as the larger society which has shaped our perceptions of what school is and what it ought to be. Teaching is more than lesson plans; the intersecting elements of our identities inform who we are as teachers and learners. Math is a discipline historically dominated by white men, and for many people, especially those who have typically been excluded, math class is stressful and intimidating. Countless students identify as poor math students, frequently saying, "Math just isn't for me" or "I'm just not good at math." In my teaching I reject the notion that math is only for a select few. While some students may naturally excel at math more than others, I believe that all students can and deserve to have access to mathematical knowledge. I see witholding knowledge from students because they haven't succeeded in math in the past or because they don't have confidence in their abilities to be a form of oppression.

Put simply, my math teaching philosophy is that all students can succeed.

It sounds overly simplistic, but is missing from so many classrooms and is essential when teaching a subject that so many students dislike. Through culturally relevant pedagogy, differentiated instruction, and an appreciation for alternative ways for solving problems and thinking about mathematics, I try to make math accessible and meaningful for everyone.