Heather earned a PhD in Mathematics from the University of Texas at Austin in 2004, specializing in applied mathematics (partial differential equations and applications to environmental issues, in particular). Ranked one of the top 15 programs for a graduate degree in Mathematics in the world, she studied with and was mentored by mathematicians that are luminaries in their fields, including winners of the Abel Prize and the MacArther Genius Award. She also had the opportunity to teach under and be mentored by leaders in Math Education, like Uri Triesman and Michael Starbird, and engaged in pedagogical training through programs like the UT Austin Supplemental Instruction Program and national Math Education Conferences. These experiences bring together in her the combination of deep and extensive knowledge of the subject with a deep appreciation of and training in the craft of effective pedagogy.
She has taught students of all ages and stages in life, at every level of mathematical development in a variety of contexts. She started tutoring as a high school student and continued into college, began teaching professionally as an undergraduate instructor for Indiana University in 1995, taught as a teaching assistant and then primary instructor as a graduate student at the University of Texas Austin and in a few of the summers worked in the student help center at Austin Community College, led an innovative math circle program at Texas, and after finishing her PhD, taught undergraduate and graduate level courses for the Ohio State University and the University of Tennessee as a postdoctoral research professor. Other experiences include teaching a couple of individualized courses for a very small high school in Austin, and offering math anxiety support privately.
She had a son in 2008 who had health issues, and so she left academia to stay home for several years and help her son heal (and get him off to a great start in math, of course!). In 2012 once he began to attend school, she lectured at UT and shortly after began to teach for Art of Problem Solving. This began her professional work with young children. From 2007-2010 she ran a math circle at a local private STEM Academy. A few years prior to the pandemic, she began receiving requests to work privately with a few mathematically accelerated children, and those who haven't already graduated high school she continues to work with today. She also began homeschooling her son in 2020, and they continue homeschooling today. Gratefully, her son has had much success mathematically, has now officially maxed out the LoM class offerings as a high school junior, and is moving on to take more math courses beyond those that we offer as a senior.
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Heather's experiences have shown her that math does not have to be scary or miserable to learn -- in fact, she's found that once students find their footing the beauty and joy in learning the subject reveals itself reliably. But "dumbing it down", reducing it to memorization, and other oft tried means of making math easier for students generally ends up increasing a student's anxiety level and dislike of the subject, in addition to giving the student a quite poor foundation in the subject. If you remove the meaning, how can it be interesting or useful? Without understanding, all we have to rely on is memorization -- so what happens if we forget something? This is very anxiety inducing for many people. Moreover, "dumbing it down" sends a not-so-subtle message that the full depth of the subject is unattainable by the student. Research tells us this leads to students even more deeply believing they are incapable, and then inevitably falling far short of their true potential.
Instead, she's seen that we need to help students find their way to true understanding. She has seen that teaching from this perspective, honoring the innate capacity each human has to learn while meeting them where they currently are, providing a setting for learning where mistakes are embraced as teachers, there is room for creativity and flexibility in problem solving, compassion and encouragement are the norm, and high expectations are held with adequate support to meet them, can work wonders for a student's progress and set a foundation for future learning that is solid and sure.
Her priority is always first and foremost to guide her students to build comfort, self-confidence, and proficiency in the subject matter, without creating unnecessary stress or anxiety in the process. Her motto: "Never underestimate the power of understanding simple things deeply."
