Higher Order Mathematics

With 15 years of teaching experience, primarily at the post-secondary level, I have taught a wide range of mathematics courses including College Algebra, Trigonometry, Precalculus, Calculus I–III, Business Calculus, Calculus for the Biological Sciences, Introduction to Statistics, Business Statistics, Differential Equations, Finite Mathematics, and Contemporary Mathematics. In addition to classroom instruction, I have developed online courses for AP Calculus, AP Precalculus, and AP Statistics through Outschool. I have also worked extensively with students ages 12–18 through private tutoring in subjects ranging from Pre-Algebra to advanced and competition-level mathematics. My professional experience also includes more than a decade of work with ACT developing mathematics assessments, giving me extensive insight into standards-based instruction, mathematical rigor, and exam preparation. Through all of these experiences, I have developed a deep appreciation for creating clear, engaging, and conceptually focused math resources that help students build confidence and long-term understanding.

I believe that every student learns mathematics differently. For some students, understanding develops through discovery and discussion; for others, it comes through repetition, guided practice, visual models, productive struggle, or a combination of many approaches. Because of this, I strive to create resources that provide multiple entry points for learning while maintaining high academic expectations. One of my biggest frustrations with many math resources is a lack of depth and purpose. Too often, students are asked to complete procedures without understanding why the mathematics matters or how ideas connect to the real world. I believe students engage more deeply when they can see meaningful connections between mathematical concepts, science, applications, and problem solving. In my classroom, I prioritize both fluency and reasoning. When students develop conceptual understanding and recognize connections across different areas of mathematics, they become far more capable problem solvers and independent learners. To balance rigor and accessibility, I often focus classroom time on big-picture ideas, conceptual understanding, and discussion, while leaving some repetition and skill reinforcement for independent practice. This allows students to engage with challenging material while still building confidence and mastery over time. Above all, I hope students leave my classroom not only with mathematical techniques, but with the ability to rediscover ideas, learn new methods independently, and approach unfamiliar problems with confidence. Students would likely describe my classroom as both challenging and supportive — a place where high expectations are paired with encouragement, structure, and meaningful learning.

My academic background is rooted in both mathematics and statistics. I earned a Bachelor of Arts in Statistics and Actuarial Science, as well as a Master of Arts in Mathematics, from University of Northern Iowa. I later completed a Master of Science in Mathematics at University of Iowa. In addition to my formal coursework, I have successfully passed the Society of Actuaries Exams P and FM, strengthening my background in probability, financial mathematics, and quantitative reasoning. More recently, I have focused on developing and teaching advanced mathematics courses through Outschool, including AP Calculus, AP Precalculus, and AP Statistics. I have also been developing my own Financial Mathematics curriculum for high school students, combining real-world applications with rigorous mathematical thinking. My educational and professional experiences continue to shape the way I design math resources — with an emphasis on conceptual understanding, problem solving, and helping students see mathematics as both practical and connected.