I think my desire to teach mathematics materialized in 1992 while serving as a Peace Corps volunteer. I had just turned 30 and was working as a small business advisor in Senegal. I had never been to a developing country before and was rather naive in the great scheme of world affairs.

There are several reasons why my focus turned to mathematics. Among other things, it translates well into other languages (the Senegalese speak French and Wolof), especially if you construct a good diagram. Because my language skills were so poor, I found it empowering that I could communicate reasonably well with the use of only a blackboard, straight edge, compass and chalk. We then got into great, prolonged discussions about many things. I was surprised by how much of basic mechanics can be explained using merely the unit circle. With this renewed interest in mathematics and education, I found myself getting involved with the local Senegalese schools, helping to educate young people in the basics of science and mathematics.

After my Peace Corps service on I went on to obtain a Masters Degree from Columbia University Teachers College and a New York State high school mathematics teaching license. I have taught at inner-city schools lacking computers, projectors, calculators and textbooks. I have also had the opportunity to teach at well-funded, schools and colleges with cutting edge technologies widely available. All these teaching experiences over the last 10 years have deepened and broadened my interests in mathematics education.

I am currently working on my PhD in mathematics education here at Indiana University. Specifically, I am interested in mathematical problem solving and student and teacher conceptualizations of mathematics in the classroom.