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  • My teaching statement provides some insight on how my experiences shape how I approach teaching as an assistant and instructor.

  • Here is a summary of my thoughts on the relative benefits of curving an introductory calculus class, which I first wrote down when teaching 10C summer 2015.

  • For Winter 2016, I am the TA for 109. The course website is here

    Here is a set of solutions to the problems on the first homework that were graded. The intention is to provide an idea of the detail and style of presentation appropriate for a proof.

  • For Fall 2015, I am the TA for 100A. The course website is here.

    Here is a set of solutions to the first homework assignment.
    In particular for the first assignment, students should be careful that they are showing closure when proving that something is a group, that they have proven the inverses they find are two-sided and that they have checked that these inverses are once again in the set G. These solutions are intended to give students an idea of what details we expect in a rigorous proof as well as an idea of how proofs should be presented. In the interest of time, I was occasionally less careful than I should have been at identifying when I was working with an arbitrary element of G, which is something students should be more careful about in their own proofs.

    Here is a brief summary of what it means for group actions to be in 1 to 1 correspondence with homomorphisms into the symmetric group on a set S. The take away is that it doesn't mean that the homomorphism is injective or surjective, just that there is some homomorphism induced by the group action. Today we saw that it is possible to have g*a=h*a for g not equal h in G, but not for g*a=g*b for a not equal b in S.

  • For Summer session II 2015, I taught 10C. The course website is here.

  • For Spring 2014, I was the teaching assistant for Math 20C with professor Eggers. The course website can be found here .

  • I also taught Math 3C Winter 2014, and that website is here.