What motivated you to pursue a career in mathematics education?
During my undergraduate studies, I majored in Economics and Statistics, and pursued further studies in Economics and Finance at the graduate level. The deeper I delved into these fields, the more I realized that mathematics ultimately underpins them all. Financial modeling, economic forecasting, big data analysis—these highly sought-after areas are built upon mathematical thinking and tools. Therefore, my decision to become a math teacher stems not merely from my aptitude for solving problems, but from my desire to help students build a solid foundation in mathematics, opening more possibilities for their future.
students build a solid mathematical foundation, opening more possibilities for their future.
High school is a crucial stage for understanding the structure of the world, and mathematics is precisely the discipline that best cultivates abstract thinking, modeling skills, and logical reasoning. I believe that fostering students interest and confidence in mathematics during this period will benefit them for life.
Your teaching style is often described by students as “rigorous yet conversational.” What kind of classroom environment does this create?
I have always strived to create classrooms that maintain rigorous structure while fostering warm, interactive engagement. This rigor manifests in the pacing of instruction and the organization of knowledge systems—I help students build clear logical chains for each concept rather than relying on isolated memorization. “Chatting” is my approach to connecting with students; I enjoy sharing stories from my own overseas studies to give them a glimpse of authentic international classroom environments, sparking their aspirations for study abroad within a relaxed context. In mathematics instruction, I place particular emphasis on graphical and geometric intuition. For instance, when teaching calculus, I guide students to perceive the meaning of derivatives through observing changes in graphs. By starting with the fundamental question “Why?” and building models from there, students develop a more solid foundation and find greater joy in the process of thinking. I firmly believe every student possesses boundless potential—it simply requires the right approach to unlock it.
