A. Teaching Responsibilities
B. Teaching Goals
C. Teaching Philosophy
D
Evidence of Teaching Abilities
E. Personal Teaching Development
F. Teaching Committees and Service
Teaching Experience
Euclidean Geometry
geometry of triangles and circles, concurrency and collinearity, constructions with ruler and compas, problem solving |
Memorial University of Newfoundland | Fall 2010, 2011, 2013 |
Teaching and learning to solve mathematical problems
graduate course for inservice mathematics teachers |
Memorial University of Newfoundland | Spring 2007; 2010, 2012 on line |
Technology and the teaching and learning of mathematics
graduate course for inservice mathematics teachers |
Memorial University of Newfoundland | Spring 2008; 2009, 2011 on line |
The teaching of mathematics in the intermediate and secondary school
senior undergraduate course for pre-service mathematics teachers |
Memorial University of Newfoundland | Fall 2006-2009, 2011, 2013 |
Complex Analysis I
Complex plane, analytic functions, Cauchy Integral formula, conformal mapping. |
Memorial University of Newfoundland | Fall 2004, 2009 |
Linear Algebra I
Vectors, matrices, linear systems, determinats, eigenvalues and eigenvectors |
Memorial University of Newfoundland | Fall 2003, Winter 2004, Fall 2006, Spring 2007, Winter 2010 |
Linear Algebra II
vector spaces, coordinate transformations, quadratic forms |
Memorial University of Newfoundland | Winter 2008 |
Real Analysis II
Uniform and pointwise convergence of sequences and series of functions. |
Memorial University of Newfoundland | Fall 2005 |
Ordinary differential equations
Methods of variation of parameters, undetermined coefficients, Laplace transform. Systems of equations. Applications. |
Memorial University of Newfoundland | Winter 2004 |
Precalculus with graphing calculator
Functions and models: polynomials, trigonometric functions, conic sections |
University of Minnesota | Fall 2001 |
Calculus I
Single variable calculus:differentiation and integration techniques |
University of Minnesota | Fall 2000, Spring 2002 |
Calculus II
Infinite sequences and series, space geometry, functions of several variables |
University of Minnesota, MUN | Spring 2001, Fall 2002, Fall 2007 |
Calculus III
Vector calculus. Green's, Stokes' and Divergence theorems |
University of Minnesota, MUN | Fall 2001, Spring 2002, Winter 2005 |
Discrete Mathematics
logic and advanced counting for computer science: verification and complexity of algorithms |
University of Minnesota, MUN | Fall 2000, Spring 2001 and Spring 2002, Winter 2005 |
Numerical Methods and Algorithms
Difference equations and finite difference methods |
Moscow Institute of Electronic and Mathematics | 1993-1997 |
Mathematical Models in Economy and Ecology
Population dynamics, Optimization problems |
Moscow Institute of Electronic and Mathematics | 1994-1995 |
Algorithms of Discrete Mathematics
Data Structures and Algorithms |
Moscow Institute of Electronic and Mathematics | 1994 |
Matrices for Management and Social Sciences
Linear Algebra with business applications |
University of Manitoba | Jan.-Apr. 2000 |
Equations of Mathematical Physics
Heat equation, wave equation, Schroedinger eqn. |
Moscow Institute of Electronic and Mathematics | 1996 |
Advanced Mathematics for high school students
Precalculus, algebra and trigonometry, plane geometry |
Specialized Mathematical School of the Kurchatov Institute of Atomic Energy, Moscow | 1995-1997 |
Students supervision
Student | Area | Year | School | Program |
Theresa Rickett | Math Education | 2010- | MUN | Master |
Oleg Ogandzhanyants | Mathematics (with Dr. S. Sadov) | 2011-2013 | MUN | Master |
Andrew Jesso | Math Education (with Dr. D. Kirby) | 2011-2013 | MUN | Master |
Kai Yang | Analysis (with Dr. S. Sadov) | 2010-2011 | MUN | Master |
Moynul Hossain | Math Education | 2010-2011 | MUN | Master |
David Matchem | Math Education | 2009-2011 | MUN | Master |
Oana Radu | Math Education (with Drs. T. Seifert and H. Schulz) | 2007-2011 | MUN | PhD |
Matthew White | Education (with Drs. B. Mann & J. Jensen) | 2008-2009 | MUN | PhD |
Nancy Brophy | Mathematical modelling | 2007, 2008 | MUN | NSERC summer |
Oznur Yasar | Optimization (with Drs. D. Pike & D.Dyer) | 2004-08 | MUN | Phd |
Andrew Stewart | Analysis (with Dr. S. Sadov) | 2007 | MUN | NSERC summer |
Zakaria Mohammad | Teaching advicing and training | 2007 | MUN | Graduate Teaching |
Justin Rowsell | Analysis | 2004-05 | MUN | MUCEP |
Maxwell King | Math Education (with Dr. R. Hammett) | 2005 | MUN | Master |
Steven Maye | Analysis (with Dr. Sadov) | 2004 | MUN | NSERC summer |
James Kane | Computer Science | 2004-05 | MUN | MUCEP/SWASR |
Colin Reid | Combinatorics | 2003 | MUN | NSERC summer |
Julia Goncharova | Computer Algebra | 1996 | MIEM | Master |
Maxim Grechishkin | Computer Science | 1996 | MIEM | Master |
Olga Bolotina | Computer Science | 1995 | MIEM | Master |
Alexander Sukharev | Optimization | 1995 | MIEM | Master |
Evgeny Popov | Mathematical Economics | 1994 | MIEM | Master |
part I (Spring 2000)
Determining the most effective strategies for teachers is an elusive task. Nevertheless, it is a necessary process that each teacher follows at least implicitly. The formulation of principles one believes to be an important part of his/her teaching development is a challenging first step on the way of his/her pedagogical growth. The main difficulty for me consists in saying more or less obvious things about ideal teaching, which are widely known, and which are far from trivial for personal realization.
Teaching is a process of delivering information to students. So, the teacher should be an expert in the area he/she teaches and to express much enthusiasm and interest, which the students will hopefully inherit. In other words, the main objective is to catch students' interest and to give them relevant knowledge.
This gives an additional benefit: by searching for an effective way of teaching the teacher grows as an expert scientist too.
The teacher is a guide, who knows much more than (s)he is going to tell, and his/her responsibilities are to systemize the material, to clarify difficulties and to mention connections with other areas. The teacher should give his/her own example of good organization and preparation showing the importance of homework, and then insist the students follow.
The craft of teaching is to give bright examples and appropriate exercises, to pose questions, to supply hints, and to involve students in the learning process. Such an ability makes the teacher a facilitator of learning.
I enjoy teaching mathematics, and I do believe that this is the science that helps in the process of self organization and systematization. Learning math, a person develops a special kind of thinking, which is extremely useful in the understanding of all scientific concepts, theories and philosophies.
In this regard, I have to mention that today students wish to get more practical, immediately applicable knowledge, rather than to study abstract theories. Hence it is hard to teach abstract material to them. This suggests two things for a teacher to do: first, to review the material in accordance with contemporary life requirements, and second, to persuade students that the extra knowledge gives them additional freedom for self development in their careers.
While being an expert is the dominant ingredient of a good teacher, (s)he also should have a theoretical background for teaching and learning. Such a background helps to review personal experiences and outlines other possible approaches to teaching, taking into account differences in students' perceptions and styles of learning. Despite the fact that the result of education depends on both the student and the teacher, the teacher is much more responsible to find an approach to discover the student's inclinations and to arouse the student's curiosity. That is why we say there are no bad students...
Today we pay much attention to presentation of material, in other words, to the accessories of the way of the knowledge delivery. This is obviously an important component unless the content suffers from a entertainment style and efforts to lure the audience by cheap tricks. Humor, cues and other teacher's behaviors which enhance closeness to the audience have to be balanced in a way that is culturally acceptable.
The main lesson I have learned from my experience is that teaching approaches have to be flexible and each time I need to critically review and adapt the general principles of my teaching philosophy, which remains under construction.
part II (Spring 2002)
I know this wonderful feeling when a lecture goes really well. When there is a huge power of the learning union, and I am not tired after hours of working with a large class, but instead I am inspired and full of energy.
I can certainly tell when it happens, but I don't know exactly why. Maybe that is a reward for days of preparation, searching illuminating examples, clever hints and insightful proofs; reward for patience in careful explaining, grading and writing feedbacks. Maybe this is just a sunny morning, one right word or simply a smile.
I know this wonderful feeling when I come to my office and my students are waiting for me to share their little discoveries or to ask a number of tricky questions. My students learn and grow; they become friends. They start to discuss problems not because the problems were assigned, but because they are interesting, because the questions appear in their minds.
My secret hope is that they will go further, and one day I will be glad and proud of their achievements. But in whatever they will succeed, I know that I taught them to think and to work hard with all my love.
part III (Fall 2005)
We teach who we are. I read this expression once, and it emerges from my memory again and again. Indeed, when we teach we not only convey the information, but we transfer our relations with the subject to our students. Our engagement with the material, the importance it represents to us, the degree of our confidence and excitement --- that all will be reflected in our students' perception of our lessons.
At the same time we need to know who they, the students, are. What are their goals, interests, assumptions, background and abilities? How we can address their current needs and help them to experience new ideas, to employ mathematical heuristic and power, to enhance critical thinking and creativity?
It appears that in the magic triangle consisting of the teacher, the learner and the subject all links are equivalently important. And the special role of the teacher in this triangle is in his/her self-awareness of being sensitive to what the learners require in order to construct their own ability to perform, articulate and formalize.
Student's evaluation I received in Memorial University of Newfounland. (out of 5.0)
Class |
number of students |
overall presentation |
"The instructor responded my questions effectively" | Students were given constructive feedback | "Instructor stimulated my interest in learning" |
"Instructor showed concern for my progress"; |
"I would recommend this course taught by this instructor" |
Integral Calculus,
Spring 2012 | 99 | 4.0 | 4.3 | 3.5 | 3.7 | 4.1 | 4.0 |
Euclidean Geometry,
Fall 2011 | 13 | 4.4 | 4.5 | 4.2 | 4.2 | 4.3 | 4.0 |
Complex Analysis,
Fall 2009 | 8 | 4.63 | 4.63 | 4.5 | 4.4 | 4.88 | 4.13 |
Linear Algebra II,
Winter 2008 | 49 | 4.11 | 4.4 | 4.2 | 3.9 | 4.5 | 3.82 |
Linear Algebra I,
Spring 2007 | 18 | 4.42 | 4.3 | 4.5 | 3.8 | 4.8 | 4.3 |
Linear Algebra I,
Fall 2006 | 66 | 4.53 | 4.65 | 4.2 | 4.2 | 4.6 | 4.3 |
Real Analysis,
Fall 2005 | 13 | 4.45 | 4.55 | 3.9 | 4.27 | 4.82 | 4.2 |
Discrete Mathematics,
Winter 2005 | 75 | 4.15 | 4.31 | 3.9 | 3.9 | 4.4 | 4.1 |
Vector Calculus,
Winter 2005 | 68 | 4.24 | 4.4 | 4.05 | 4.24 | 4.52 | 4.11 |
Complex Analysis,
Fall 2004 | 13 | 4.6 | 4.5 | 4.6 | 4.4 | 4.7 | 4.5 |
Ordinary differential equations,
Winter 2004 | 48 | 4.43 | 4.5 | 4.03 | 4.0 | 4.55 | 4.2 |
Linear Algebra,
Winter 2003 | 53 | 4.54 | 4.6 | 4.4 | 4.43 | 4.63 | 4.64 |
Integral Calculus, Winter 2003 | 67 | 3.9 | 4.12 | 4.1 | 3.8 | 4.6 | 3.8 |
Integral Calculus, Fall 2002 | 47 | 4.1 | 4.2 | 4.1 | 3.8 | 4.5 | 3.8 |
For comparison here is All Math Courses Evaluation Summary Report
Class |
number of sections |
overall presentation |
"The instructor responded my questions effectively" | Students were given constructive feedback | "Instructor stimulated my interest in learning" |
"Instructor showed concern for my progress"; |
"I would recommend this course taught by this instructor" |
All MATH Winter 2003 | 49 | 3.9 | 3.94 | 3.72 | 3.53 | 3.9 | 3.64 |
Student's evaluation I received in the University of Minnesota. (out of 6.0)
Class | number of students | overall presentation | " I learned a lot" | Enthusiasm in teaching |
Precalculus,
Fall 2001 | 100+30 | 4.6 | 4.96 | 5.52 |
Calculus III,
Fall 2001 |
30 | 4.25 | 4.4 | 5.25 |
Calculus II,
Spring 2001 |
144 | 4.12 | 4.36 | 4.8 |
Discrete Math,
Spring 2001 |
30+30 | 4.1 | 4.2 | 4.9 |
Discrete Math,
Fall 2000 |
30 | 4.0 | 3.8 | 4.5 |
Calculus I,
Fall 2000 |
144+30 | 3.8 | 3.9 | 4.6 |
In the University of Manitoba I have received the following feedback:
Nature of performance | Issue of feedback | Strengths | Areas of consideration |
Teaching Assistant
136.131 Matrices for management and social sciences January-April 2000 |
Supervisor
Professor
University of Manitoba |
1. Carefully planned presentation with reasonable organization.
2. Stated a purpose of the lecture, presented a brief overview of the lecture, stated a problem to be solved, made explicit the relationship between today and the next and the previous lectures. 3. Used clear and simple examples. 4. Established and maintained eye contact with as many students as possible. 5. Spoke at a rate which allowed students time to take notes. 6. Voice could be easily heard; voice was raised and lowered for variety and emphasis. |
1. to increase interactivity with the audience |
Teaching Assistant
136.131 Matrices for management and social sciences January-April 2000 |
students |
1.Work is accurate and devoid of errors.
2. Has a good working knowledge of the course material. 3. Is helpful and treats students with respect. |
1. Time control. |
3 one-hour presentations at
seminar 129.745 Issues in Higher Education January-April 2000 |
Instructor
Dr. Dieter Schonwetter
|
1. Clarity in presenting the model; made a complex model
very easy to understand by creating a visual image (table, diagram, scheme).
2. Very objective presentations, demonstrating an excellent academic knowledge of the material. 3.Effective use of blackboard. 4. High level of expressiveness: eye contact, appropriate hand gestures, appropriate humor. 5. Engaging students through the class exercise, going around the room to ask students for their input. 6. Is comfortable to trying something new, practicing a "risk" in the exercise. |
1. Clearing of voice occurred a few times.
2.Although your English is easily understandable, the accent modification workshop could benefit you. |
2 short videotaped presentations at workshop
Teaching Techniques June 2000 |
Instructor
Dr. Gary Hunter
|
1. The concept was clear.
2. Good hooks. 3. Great dissonance. 4. Very coherent - visually - presentation. 5. Logical sequence: moving from easy to complex. 6. Looks friendly, nice smile. |
1. Prompt the audience, give more hints.
2. Complete stand. |
In order to develop professionally I have been enrolled
in the
Certification of Higher Education and
Teaching program at the University of Manitoba. I have taken
a graduate course Seminar in post-secondary
education,
which focuses on teaching and learning issues in higher education.
In May-June 2000 I attend a number of University
Teaching Services (UTS) workshops:
Member of COMC CMS Committee | Memorial University of Newfoundland | 2013 |
Member of CMS Competition Committee | Memorial University of Newfoundland | 2010-2013 |
Provincial coordinator for High School outreach events (Math Kangaroo, Blundon seminar, Math League) |
Memorial University of Newfoundland | 2006-2013 |
Member of Undergraduate Competition Committee | Memorial University of Newfoundland | 2002-2011 |
Member of High School Competition Committee | Memorial University of Newfoundland | 2004-2011 |
Secretary of the Master Degree Examination Board | Moscow Institute of Electronics and Mathematics | 1994 - 1997 |
Secretary of the Mathematical Education Council | Moscow Institute of Electronics and Mathematics |   1996 - 1997 |