Teaching

Teaching Education

Teaching Interests

• Algebra
• Discrete Mathematics
• Statistics
• Data Analysis
• Programming
• Machine Learning and Artificial Intelligence
• Applied Mathematics for Computer Science

Teaching Experience

• Matrix Algebra – Aalto University, Finland (Summer 2023) – 5 ECTS
  Guest Lecturer responsible for lectures and exercises.
  Designed course content to enhance students’ problem-solving skills using student-centred, exploratory learning methods.
  Achieved a student feedback score of 4.1/5.


• Teaching Assistant – Algorithm Design and Analysis – Aalto University, Finland (2017–2021)
  Supported teaching and mentoring activities during postdoctoral research in the Department of Computer Science.
  Provided guidance to students in algorithmic complexity, tensor decomposition, and parallel computing as part of coursework and research-related training.


• Mathematics, Statistics, and Combinatorics – Kermanshah University of Technology, Iran (2015–2016)
  Lectured on foundational and applied topics, including Probability, Regression, and Sampling.
  Emphasised real-world applications in quantitative disciplines such as economics and data science.


• Calculus I & II – Isfahan University of Technology, Iran (2011–2013)
  Instructor for introductory calculus courses, covering limits, differentiation, and integration.
  Additionally, served as a Teaching Assistant in over three semesters, mentoring undergraduate and graduate students, reviewing assignments, and conducting problem-solving sessions.

Teaching Strategy

When I think about the time when I was still a student, I remember that those teachers who were passionate about what they taught brought out the best in me. They gave me the courage to focus on various mathematical problems and helped me find my own way. I hope to be one of those passionate teachers.

Foundations of My Teaching Strategy

My teaching strategy is based on Cognitivism, Constructivism, and Humanism.

Cognitivism emphasizes understanding how students learn and finding ways to make the learning process more effective by focusing on mental processes such as memory, attention, understanding, and problem-solving. For example, this can involve breaking down complex concepts into smaller, manageable parts, or using visual tools to make concepts more accessible and tangible.

Constructivism focuses on how students build their own knowledge by engaging with concepts, experiences, exploration, collaboration with peers, and reflection. These activities help them develop a deeper understanding of the subject. I incorporate hands-on activities, group work, and exploratory discussions that allow students to construct meaning and apply their knowledge in real-world contexts.

Humanism places the student at the center of the learning process, emphasizing respect, empathy, and personal growth. It views each learner as a whole person, not just a mind to be filled with knowledge. In my teaching, I create a supportive and inclusive environment where students feel safe, valued, and motivated to learn. I encourage open communication, show genuine interest in my students' well-being, and adapt my teaching to meet their individual needs and goals. By promoting self-directed learning and emotional support, I aim to help students not only succeed academically but also develop confidence, resilience, and a love for lifelong learning.

Small Ideas, Big Impact

Motivation Matters

As a teacher, one of the first things I must know is that students are motivated in different ways. Some are driven by external rewards like grades or praise, while others are inspired by a genuine love of learning, intellectual curiosity, or the desire to master a subject. Understanding these differences is essential for creating an inclusive and effective learning environment.

Doodling Isn’t Always Distracting

While it may seem like students who doodle aren’t paying attention, research shows that doodling can actually help some learners stay focused, process information, and retain what they hear. As a teacher, I stay open-minded when I see students doodling. Instead of assuming disengagement, I observe whether the student is still participating and grasping the material. In many cases, allowing quiet doodling can support concentration and encourage creative thinking—especially in long or complex lessons.