I believe that every child can be good at math.
Being “good at math” does not mean being fast, always correct, or immediately confident. It does not mean finishing first or never making mistakes. In my experience as both a teacher and a parent, those traits are often mistaken for mathematical ability when they are really just surface behaviors.
Being good at math means being willing to think.
It means being willing to sit with discomfort, to try something that might not work the first time, and to puzzle through ideas until they start to make sense. It means exploring patterns, becoming familiar with numbers and relationships, and building confidence through experience—not speed.
Struggle is not failure. Struggle is often the work. The goal is not instant correctness, but perseverance, reasoning, and a growing sense of “I can figure this out.”
This belief shapes how I teach and how I design resources. I value problems that require thinking rather than rushing, space to show work and revise ideas, and clear structure without giving away the thinking. I aim to support different learners while keeping expectations high.
I have been teaching since 2003 and tutoring since 1998. Over that time, I’ve seen students grow the most when they feel safe to try, safe to be wrong, and supported in figuring things out for themselves. That is the kind of math experience I work to create.