As the semester comes to an end and tomorrow’s final exam approaches, I have been reflecting on Math 1190 CO. Independently of the grades my students will receive, this semester has been another reminder that I am not only a mathematician who teaches at the college level, but also a mathematician who continues learning through teaching each semester.
This class became a space where I witnessed growth in many forms. I saw a group of students who showed up regularly, participated actively, and genuinely engaged with the class activities. I watched communities form inside the classroom. I saw students helping one another, discussing ideas together, and becoming increasingly comfortable sharing their thinking openly.
Throughout the semester, we explored many topics: voting theory, probability, statistics, correlation, the normal distribution, z-scores, counting techniques, growth models, compound interest, and linear models. Beyond computations, we focused on interpretation, discussion, and applying mathematics to real situations. Some of the conversations that emerged from these topics were thoughtful, honest, and surprisingly rich.
Yesterday, during our final review session, there were still several review problems left to discuss. Instead of simply presenting solutions myself, I asked students to come to the board and present problems to the class so they could take a more active role in preparing for the final exam. What followed was one of those moments teachers remember.
One student went to the board for the first time all semester. I could see the satisfaction and confidence that came with simply trying. Two students worked together at the board as a team, discussing the exercises openly with the class while I stepped aside and observed. There was collaboration, openness, laughter, and genuine engagement. I saw students explaining ideas to one another instead of waiting passively for answers.
What stayed with me most this semester was not perfection, but growth. I saw integrity and accountability when students admitted they had not studied enough or had made mistakes. That level of honesty reflects maturity and a sincere desire to learn and improve.
One student told me she was actually enjoying studying mathematics. I told her that was a win for both of us.
I will miss this group.
To my students from this semester: thank you for showing up, for trying, for participating, and for contributing to the atmosphere we built together in the classroom. If you ever want to stop by my office just to say hello, please do. I would truly love to be present one day at your graduation. It was a privilege to teach you.
Now I will be shifting gears for the summer — returning more intensely to research, conferences, and catching up with that side of my profession, while also teaching an intensive summer course.
For the students who kept showing up even when things felt difficult: that matters. There is real power in continuing to show up, especially when something does not come easily.
