Mathematics is a profoundly human endeavor. While mathematical research deals with abstract structures and rigorous proof, doing mathematics is an intensely social activity that happens inside classrooms, offices, and communities. My role as an educator is not to serve as a gatekeeper deciding who belongs and who does not, but to help students develop their own mathematical voice, build confidence in their reasoning, and experience the agency that comes with deep understanding.

Underpinning my entire approach to education, mentorship, and community is a steadfast commitment to the inherent dignity, equality, and inalienable rights of every individual, as articulated in the United Nations Universal Declaration of Human Rights—particularly Article 27, which affirms that everyone has the right freely to share in scientific advancement and its benefits. In the mathematical sciences, this principle is reflected in Federico Ardila’s axioms for education:

Axiom 1. Mathematical potential is equally present in different groups, irrespective of geographic, demographic, and economic boundaries.

Axiom 2. Everyone can have joyful, meaningful, and empowering mathematical experiences.

Axiom 3. Mathematics is a powerful, malleable tool that can be shaped and used differently by various communities to serve their needs.

Axiom 4. Every student deserves to be treated with dignity and respect.

Core Commitments

Translating these broad ethical principles into daily academic practice requires concrete, intentional choices in course design, classroom facilitation, and interpersonal interactions. Rather than treating inclusion and dignity as abstract ideals, I structure my professional practice around several operational commitments that shape how I teach, mentor, and collaborate.

Radical Acceptance and Meeting Students Where They Are

Good teaching starts with Radical Acceptance. That means welcoming students with whatever mathematical background, life experience, and anxieties they carry into the room, without judgment or disappointment about what was or wasn’t covered in previous classes. I meet students where they actually are today, listen to their questions, and work with them to build a realistic path forward.

Dismantling the Myth of the “Math Person”

Our culture clings to the myth of the lone, effortless genius who was simply born good at math. That myth is false, and it does real harm—especially to students from working-class, rural, or historically underrepresented backgrounds who haven’t had access to elite training. Mathematical ability is not a fixed genetic trait; it is a skill developed through curiosity, sustained practice, and reliable mentorship. Everyone in my classroom is capable of doing meaningful, rigorous mathematics.

Learning Through Doing

You cannot learn mathematics simply by watching someone else do it well at the board. My courses are designed around student sense-making: trying ideas, talking through problems with peers, finding counterexamples, and learning to justify arguments. The focus of the room belongs on what students are thinking and discovering, not on how performatively polished the lecture looks.

Demystifying the Hidden Curriculum

Academia is full of unwritten rules—how to study, how to ask for help, how to read a math textbook, or how to talk to a professor. Leaving these expectations implicit penalizes students who do not already have family or peers in higher education. I make course expectations, grading policies, and study strategies explicit from day one. You should never have to guess what is expected of you or how your work is evaluated.

Normalizing Struggle and Mistakes

Getting confused and making errors is not evidence of failure; it is what doing mathematics actually feels like. Real learning requires getting stuck, figuring out why an argument breaks down, and revising your thinking. I work hard to foster a classroom where asking questions and making mistakes in front of others is treated as a routine, respected part of the problem-solving process.

An Open, Inclusive Community

People of all ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities bring distinct and valuable perspectives to the table. Differences are strengths that deepen our discussions, not hurdles to manage. If you ever feel isolated, or if you need accommodations to participate fully, talk to me early so we can work together to ensure you have what you need to succeed.

Ethical Mentorship and Respectful Spaces

Too often, academic culture excuses condescension, boundary crossing, or dismissive attitudes under the banner of intellectual rigor. I actively reject that behavior, drawing inspiration from efforts like the BASAC Training project. Being a responsible mentor means staying mindful of power dynamics, maintaining clear professional boundaries, listening to feedback, and ensuring my office and classroom are spaces where every student feels safe, heard, and respected.

Accessible Research and Mentorship

Advanced math and undergraduate research should be open to anyone with curiosity and dedication, not just students who already know the graduate school playbook. In the spirit of Article 27, participation in mathematical discovery belongs to all who wish to pursue it. Whether you want to explore pure geometry or write code to analyze knot invariants, I provide clear project roadmaps, targeted reading materials, and honest, steady guidance to help you grow as a mathematician.