YOU ARE NOT BAD IN MATH

Many students come to me believing they are “not good at math,” especially if they are returning to school or learning in a second language. Others have failed math before and feel anxious, shy, or embarrassed to ask questions.

I understand this — personally and professionally.

MY STORY

I am a mathematics educator with a Master’s degree in Mathematics and current teaching experience at a California State University (CSU). My background includes tutoring and teaching in community colleges and CSU systems, serving as a teaching assistant, and now teaching university undergraduate mathematics courses.

I began my academic journey as a returning student at age 35 after immigrating to the United States without speaking English. I started at the lowest-level math courses in a community college and worked my way through undergraduate and graduate studies in mathematics.

This journey allows me to deeply understand the challenges faced by adult learners, ESL students, first-generation college students, and students returning to school. It strongly shapes how I teach.

WHY I TEACH.

I teach math because I know what it feels like to struggle.

I did not start college young, and I did not start in my first language. I began my education later in life, feeling behind and uncertain. What changed everything for me was discovering that math is not about talent — it is about explanation, patience, and support.

As a teacher, I am intentional about creating a classroom and tutoring environment where students feel respected and capable. I believe learning happens best when students are not afraid to make mistakes.

My greatest reward is seeing students who once doubted themselves succeed, gain confidence, and realize that they are more capable than they believed.

TEACHING APPROACH & RESULTS

Many students come to me feeling anxious, behind, or discouraged. My goal is to make math clear, manageable, and approachable.

My teaching focuses on clarity, patience, and confidence-building. I break down concepts step by step and create a learning environment where students feel comfortable asking questions.

Across multiple semesters of CSU teaching evaluations, students consistently describe my classes as supportive, clear, and encouraging. Many students who previously failed math courses go on to earn strong grades, and students often report becoming more interested in math by the end of the semester.

HOW I TEACH (BUILT FROM STUDENT FEEDBACK)

• I explain concepts step by step
• I use clear language and examples
• I encourage questions without pressure
• I never make students feel embarrassed or “not smart”
• I focus on understanding, not memorization

WHO I HELP

• Community college & CSU students
• Adult and returning students
• ESL / multilingual learners
• Students who previously failed or struggled with math
• High school students preparing for SAT / ACT math

REAL STUDENT EXPERIENCES

“This is the first time I’ve ever understood math and what I’m doing.”

“I’m retaking this course after previously failing, and the difference is insane.”

“She answered every question and never made someone feel dumb for asking.”

“She made me feel like I was capable of doing well even though math isn’t my best subject.”

(Anonymous student feedback, CSU course evaluations)