My philosophy of teaching mathematics begins with the belief that all students are capable of learning and enjoying math when given the right support and opportunities. I want to be the kind of teacher who makes math feel accessible, engaging, and relevant to students’ lives. Too often, students internalize the idea that they are “not a math person,” and my goal is to change that narrative by fostering curiosity, confidence, and perseverance in problem solving.

I envision teaching mathematics through a balance of conceptual understanding, procedural fluency, and application to real-world contexts. This means designing lessons that incorporate multiple representations, manipulatives, games, and technology to meet the diverse needs of learners. I also believe in the power of discourse—students should have frequent opportunities to talk about their mathematical thinking, justify their reasoning, and learn from one another. Instructional strategies such as the “I Do, We Do, You Do” model, along with inquiry-based tasks and collaborative learning, will allow me to scaffold student understanding while gradually releasing responsibility.

To cultivate a mathematical mindset, I will normalize mistakes as part of the learning process and celebrate productive struggle. I want students to see challenges not as roadblocks but as opportunities for growth. By modeling a positive mindset myself—showing persistence, asking questions, and valuing multiple solution strategies—I can demonstrate what it looks like to approach math with confidence and curiosity.

Ultimately, I want to be a teacher who inspires students to view math as more than just numbers and procedures, but as a powerful tool for problem solving, creativity, and understanding the world around them.