Fun Facts

When I was in high school, I built a Tesla Coil for fun. I am a certified structural welder. I am an amateur herpetologist: at my home, there are 11 terrariums including African Leopard Geckos, Variable Kingsnakes and Argentine Boas.

About Me

At the University of Arizona, I have completed 12 upper division mathematics courses, including some graduate courses in applied mathematics. I will be attending school at NAU this summer to complete my MS. I am very passionate about my science, and have 5 years of experience in mathematics instruction.

I was a tucson">tutor at Pima College for 3 years. I have also worked at Cats Academics, teaching calculus to U of A student athletes (including some members our beloved Wildcats Basketball Team).

Most of my students respond positively to worked examples. Mathematics instructors assign "too much" homework (a common complaint) because repetition is the utensil that galvanizes the algorithms in a student's mind. Most of undergraduate mathematics can be accomplished by a student that has no real idea of the underlying meaning behind the symbols. The teacher asks "the question", a series of (possibly meaningless) symbols, and the student must respond symbolically with "the answer". My prime directive as a tucson">tutor is ensuring that a student can provide "the answer" through algorithmic repetition. Once the student begins to accomplish this on their own, or with minimal coaxing, then it is possible to ask some probing questions that cause the student to think about meaning and relation.