Welcome! I'm Eugene. I am a mathematics major at the University of Virginia doing research on how engineering new languages can measurably enable perception, especially that which would otherwise be unfathomed. This influences my mathematical curriculum and teaching methods.
The study of mathematics is more than the mathematics itself. This often goes unrecognized, leading to many students feeling like it’s not for them. To address this head-on, I teach my students to encounter mathematics...
Welcome! I'm Eugene. I am a mathematics major at the University of Virginia doing research on how engineering new languages can measurably enable perception, especially that which would otherwise be unfathomed. This influences my mathematical curriculum and teaching methods.
The study of mathematics is more than the mathematics itself. This often goes unrecognized, leading to many students feeling like it’s not for them. To address this head-on, I teach my students to encounter mathematics as would an athlete to a sport or an artist to an art form - with curriculums emphasizing rigorous training. It follows that each curriculum undergoes the following analogy. You go to the gym and observe the weights from a distance. You go home. You go to a machine and you touch it and see how it feels. You go home. You sit down and you grasp it. You go home. You then proceed to push and pull through controlled motion to increasing weight. You go home. Then you go out onto the playing field to contextualize your muscles in terms of your sport through multitudinously different forms of repetitive motion.
There’s a saying, “The hardest mathematics is the one you’re learning right now.” This is because many of the new concepts are out of reach of the ability for one to comprehend with one’s given mind - hence the need for mind-craft. It’s often not enough for one to try to understand new mathematics at hand with one’s given mind; The worst case of this is cramming and rote-memorizing complex abstractions. One must undergo the measured process of sculpting one’s mind into something that has the ability to comprehend given mathematical forms in the first place. I help my students to adopt mathematics as a disciplined, noble practice of measuredly controlling their own minds.
I have adapted complete lesson plans for subjects in Pre-Algebra, Algebra 1, Geometry, and Algebra 2 communicated using techniques from narrative storytelling. Lesson plans for Pre-Calculus, Trigonometry and Calculus (AB/BC/I,II,III) are in development.
