My mathematics teaching is grounded in the belief that students need both strong foundational knowledge and meaningful opportunities to think. I combine explicit instruction, carefully sequenced examples, purposeful practice, and rich mathematical tasks to develop conceptual understanding, procedural fluency, problem solving, and mathematical communication. My goal is to help students move beyond simply following algorithms toward recognizing structure, making connections, and reasoning with increasing independence.

I design coherent mathematics programs that build knowledge deliberately across lessons, units, and grade levels. My curriculum work emphasizes clear learning progressions, purposeful sequencing, accessible explanations, and opportunities for students to revisit and connect important ideas. I have developed courses, unit resources, readiness materials, assessments, and departmental documents across Grades 2–9.

I use assessment to make student thinking visible and guide next instructional steps. My approach balances formative checks, cumulative practice, rich performance tasks, and carefully designed summative assessments. I aim to assess conceptual understanding, procedural fluency, reasoning, and communication while providing students with clear expectations and meaningful opportunities to learn from feedback.

I use achievement data alongside classroom evidence to identify trends, evaluate instructional decisions, and plan appropriate support and challenge. Rather than treating data as an endpoint, I use it as one source of evidence within an ongoing cycle of teaching, assessment, reflection, and adjustment.

I contribute to mathematics leadership through curriculum coordination, shared assessment design, policy development, collaborative planning, and support for colleagues. My leadership focuses on creating coherent systems while preserving space for professional judgment, responsive instruction, and continued improvement.

My professional contributions in mathematics extend beyond my classroom through curriculum writing, professional learning, resource development, university instruction, and the sharing of practical ideas. I have written mathematics materials for Pearson, facilitated workshops, developed instructional resources, and published classroom-focused work through Beyond the Algorithm.