// On pedagogy

Learning should be accessible.

I have always been in awe of the beauty of mathematics, and I want to share that sense of wonder with others. Math does not have to be intimidating, even though it is often introduced that way.

During my first, second, and third year pure mathematics courses at McGill, it was not uncommon to hear statements like, "Those who cannot understand this proof should not be sitting in this class." That approach to teaching never sat right with me. Yes, mathematics requires rigor. But its beauty and utility should not be gated by ego or exclusivity.

For me, pedagogy should center on curiosity, play, and discovery. I love learning, and that is why I strive to present my projects in a way that invites exploration rather than intimidation.

Learning mathematics, much like learning a natural language, begins with exposure. You build intuition first — through patterns, examples, and lived interaction. Only after that foundation is formed do the formal rules truly make sense. When learners are given space to develop their own reasoning before being handed definitions, understanding becomes deeper, more personal, and more lasting.