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\newcommand{\doc}{Teaching Statement}
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Berkeley, CA 94709\\
USA}
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Effective teaching requires more than just good material, it demands a
presentation that is well thought out and adaptive. When preparing, I
consider several possible ways to organize my lecture. Upon finding a
way that succinctly illustrates the central ideas, I take out one
blank sheet of paper for each eight minutes of lecture time available.
I then record exactly what I expect to write on the board during my
lecture. The next step is the most important: I read through each
page several times trying to think of questions that could arise, and
I write them in the margin along with suggestive diagrams. Through a
process of iteration and clarification, I master the ideas from
several angles; this allows me to suit my lecture to questions, and to
actively encourage student participation.
I have experience developing curriculum materials. I was supported
for one year by an NSF grant during which time I wrote workbooks and
{\sc Matlab} programs, in collaboration with A.~Weinstein and others,
that were used in UC Berkeley's Calculus and Linear Algebra workshops
and computer labs. I have also created software in response to
students' difficulties; for example, when I taught Discrete
Mathematics I found that the students did not understand the relevance
of the algorithms, so I wrote and distributed software illustrating
the components of the RSA public-key cryptosystem.
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