For Fall 2026, I am a teaching assistant for Math 345: Linear Algebra and Optimization. I also currently have plans to be teaching during Spring 2027.
Listed below are the courses I've been involved in. The position title is included and the list is reverse chronologically ordered.
Fall 2026, Math 345 at UW -- Madison, Teaching Assistant,
Summer 2026, Math 221 at UW -- Madison, Teaching Assistant,
Spring 2026, Math 112 at UW -- Madison, Intructor of Record,
Fall 2025, Math 112 at UW -- Madison, Instructor of Record,
Summer 2025, Math 234 at UW -- Madison, Intructor of Record,
Spring 2025, Math 213 at UW -- Madison, Teaching Assistant,
Fall 2024, Math 96 at UW -- Madison, Instructor of Record,
Spring 2024, Math 320 at UW -- Madison, Teaching Assistant,
Spring 2023, Math 222 at UW -- Madison, Teaching Assistant,
Fall 2022, Math 222 at UW -- Madison, Teaching Assistant.
To be added.
If you are a student debating signing up for one of my sections and are curious about my style or what previous students have said, then I can save you the trouble -- you can find my evaluations below. Fall 2025 - Math 112, Spring 2025 - Math 213 - Part 1, Spring 2025 - Math 213 - Part 2, Fall 2024 - Math 96, Spring 2023 - Math 222, Fall 2022 - Math 222 Part 1, Fall 2022 - Math 222 Part 2.
Axiom 1. Mathematical potential is distributed equally among different groups, irrespective of geographic, demographic, and economic boundaries.
Axiom 2. Everyone can have joyful, meaningful, and empowering mathematical experiences.
Axiom 3. Mathematics is a powerful, malleable tool that can be shaped and used differently by various communities to serve their needs.
Axiom 4. Every student deserves to be treated with dignity and respect.
I believe AI can be a valuable tool *when* used appropriately and thoughtfully.
However, I do not believe AI should be used as a replacement for human learning, critical thinking, and problem-solving. I encourage students to use AI in their studies as a supplementary resource and not as a primary source of information.
For example, asking AI to "provide feedback" on your solutions is a better idea than asking AI to "solve" your problems. Another example is using AI to generate practice problems or to explain concepts in different ways, but not to complete assignments or exams. Another example that comes to mind is to ask AI to find "harder" problems than the ones you have been assigned so you can challenge yourself. One final example is to perhaps use AI to generate different forms of educational contents e.g. flashcards, multiple choice quizzes, fill-in the blank notes based on your own, etc.
Despite the potential benefits, extreme care should be taken in studies. AI will often not provide answers that align with course expectations. AI cannot predict what the emphasis of a rubric might be. AI cannot understand the context of a course or the specific learning objectives of an assignment. AI cannot understand the nuances of a student's thought process or the reasoning behind their answers.
Therefore, while AI can be a helpful tool, it should not be relied upon as a substitute for human judgment and critical thinking. Course material developed by instructors are designed to help students learn and understand the subject matter, and AI cannot replace the value of that learning experience.
As an example, consider what might happen if you simply ask AI to generate a quiz for Calculus 3. The AI might generate problems which are test topics such as Stokes' Theorem, but it might generate versions that only test the most basic applications. Furthermore, it might suggest a physics heavy problem or a problem using a technique that would not be tested.
It is also possible that the AI might generate problems in an ordering that is not helpful e.g. "hard" problems "easy" problems after. AI might also generate problems that the course might not cover despite it falling under the topic of Calculus 3. For example, it might generate a problem about the divergence theorem when the course instructor has not covered that topic yet.
From the teaching perspective, I see little reason to use AI in the classroom itself.
There is certainly potential for (a) generating content based on course material, (b) generating browser based learning tools, (c) generating practice problems quickly along with their solutions, and more. This dependson instructor's willingness to use AI in their teaching. I personally avoid using AI for actual course content and the limits of AI usage is restricted to "checking" what I wrote and debugging LaTeX issues.