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Sumati Thareja Mathematics
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I consider myself fortunate in terms of my teaching journey, as it has provided me with diverse and enriching experiences. My career as an educator began in India, where I taught a range of subjects, including Single and Multi-variable Calculus, Linear Algebra, and Fourier Analysis, at CMR Institute of Technology in Bengaluru. Subsequently, during my Ph.D. at Vanderbilt University, I had the privilege of teaching as both a Teaching Assistant (TA) and a full course instructor, primarily focusing on Calculus courses, following the guidelines set by the Mathematics Department.
I perceive this good fortune not only in terms of the breadth of subjects I've taught as a novice but also in the remarkable diversity of students I've had the opportunity to work with. In Bengaluru, my students came from diverse backgrounds in terms of caste, creed, and gender. At Vanderbilt University, I encountered students from all corners of the globe, each with their unique cultural perspectives and life experiences. This wide spectrum of experiences has significantly contributed to my growth and development as an educator.
As an instructor, my foremost priority is my students' success, and I convey this commitment through my actions. I kick off each class with a concise recap of the prior session's material. When introducing new concepts, I reinforce them with illustrative examples to enhance comprehension. I frequently pause to gauge students' comprehension levels and willingly revisit topics when necessary.
Recognizing that some students may be hesitant to seek clarification, I've employed a technique wherein I encourage students to raise their hands if they feel confident about a solution, rather than asking if they have questions. This approach eases the pressure on those uncertain about a concept, and I reiterate explanations whenever less than 75% of the class raises their hands.
In my teaching journey, I have consistently applied the three core principles mentioned earlier. During discussion sessions, I presented problems related to the class material on the board, allowing students 5-7 minutes to work on them in groups, promoting peer collaboration. After 2-3 minutes, I offered hints, breaking down the main problem into manageable parts. Students then synthesized these smaller solutions into a comprehensive final answer.
To enhance confidence, I encouraged a student and their peers to present their solution, elucidating the problem's essence, rationale, and approach to the entire class. This approach not only boosted the confidence of those presenting but also facilitated self-assessment and clarification for others. These discussions remained peer-based, with me moderating and assisting students facing challenges, even after consulting their classmates.
Mathematics courses often trigger anxiety in students, and instructors can be instrumental in mitigating this stress. Building a connection with students is pivotal in this effort. To accomplish this, I maintained informal and interactive office hours, creating a welcoming space for students to freely address course-related difficulties. I sought to grasp their thought processes concerning concepts and problems, collaborating with them as equals, providing subtle hints and guidance as needed.
While it would be natural for me to teach courses in Calculus and Analysis, I would also eagerly teach undergraduate and graduate level courses in Linear Algebra, Functional Analysis, Measure Theory, Numerical Analysis, Probability Theory, Optimization as well. I would also be interested in teaching interdisciplinary courses at the intersection of these fields, like Machine Learning, Data Science, Deep Learning.
While mathematics courses are inherently fascinating and profound, they can sometimes come across as dry to students. To enhance the learning experience, I aspire to collaborate with other departments within the institute to provide students with a more hands-on approach. Additionally, I plan to introduce programming when it's pertinent to implement the algorithms and methodologies covered in class. This approach will not only deepen students' comprehension of the concepts but also expose them to new opportunities for visualizing algorithm outputs and understanding real-life applications. It aims to bridge the gap between theoretical knowledge and practical, real-world insights, making the subject matter more engaging and relevant.
I perceive this good fortune not only in terms of the breadth of subjects I've taught as a novice but also in the remarkable diversity of students I've had the opportunity to work with. In Bengaluru, my students came from diverse backgrounds in terms of caste, creed, and gender. At Vanderbilt University, I encountered students from all corners of the globe, each with their unique cultural perspectives and life experiences. This wide spectrum of experiences has significantly contributed to my growth and development as an educator.
As an instructor, my foremost priority is my students' success, and I convey this commitment through my actions. I kick off each class with a concise recap of the prior session's material. When introducing new concepts, I reinforce them with illustrative examples to enhance comprehension. I frequently pause to gauge students' comprehension levels and willingly revisit topics when necessary.
Recognizing that some students may be hesitant to seek clarification, I've employed a technique wherein I encourage students to raise their hands if they feel confident about a solution, rather than asking if they have questions. This approach eases the pressure on those uncertain about a concept, and I reiterate explanations whenever less than 75% of the class raises their hands.
In my teaching journey, I have consistently applied the three core principles mentioned earlier. During discussion sessions, I presented problems related to the class material on the board, allowing students 5-7 minutes to work on them in groups, promoting peer collaboration. After 2-3 minutes, I offered hints, breaking down the main problem into manageable parts. Students then synthesized these smaller solutions into a comprehensive final answer.
To enhance confidence, I encouraged a student and their peers to present their solution, elucidating the problem's essence, rationale, and approach to the entire class. This approach not only boosted the confidence of those presenting but also facilitated self-assessment and clarification for others. These discussions remained peer-based, with me moderating and assisting students facing challenges, even after consulting their classmates.
Mathematics courses often trigger anxiety in students, and instructors can be instrumental in mitigating this stress. Building a connection with students is pivotal in this effort. To accomplish this, I maintained informal and interactive office hours, creating a welcoming space for students to freely address course-related difficulties. I sought to grasp their thought processes concerning concepts and problems, collaborating with them as equals, providing subtle hints and guidance as needed.
While it would be natural for me to teach courses in Calculus and Analysis, I would also eagerly teach undergraduate and graduate level courses in Linear Algebra, Functional Analysis, Measure Theory, Numerical Analysis, Probability Theory, Optimization as well. I would also be interested in teaching interdisciplinary courses at the intersection of these fields, like Machine Learning, Data Science, Deep Learning.
While mathematics courses are inherently fascinating and profound, they can sometimes come across as dry to students. To enhance the learning experience, I aspire to collaborate with other departments within the institute to provide students with a more hands-on approach. Additionally, I plan to introduce programming when it's pertinent to implement the algorithms and methodologies covered in class. This approach will not only deepen students' comprehension of the concepts but also expose them to new opportunities for visualizing algorithm outputs and understanding real-life applications. It aims to bridge the gap between theoretical knowledge and practical, real-world insights, making the subject matter more engaging and relevant.
Subjects
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Math Grade 11-Masters/Postgraduate
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Math & Reasoning Beginner-Expert
Experience
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Assistant Professor (Jan, 2017–May, 2018) at CMRIT BANGALORE
Taught undergaruate level single and multivariable calculus, linear algebra, vector calculus, analysis.
Education
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PhD Mathematics (Aug, 2018–Aug, 2023) from Vanderbilt University at Nashville, TN
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MSc Mathematics (Jul, 2014–Jul, 2016) from IIT, Madras
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B.Sc. Mathematics (Jul, 2010–Jul, 2013) from University of Delhi
Fee details
₹500–1,000/hour (US$5.90–11.79/hour)
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Gunjur, Bengaluru, Karnataka 560087, India
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Can travel:
No
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- Last login: Feb 28
- Registered: Feb 28
- Total Teaching exp: 2.5 yrs.
- Teaches online: Yes
- Online Teaching exp: 1.5 yrs.
- Teaches at student's home: No
- Homework Help: Yes
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Gender: Female
- Works as: Individual teacher
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Fee:₹500–1,000/hour(USD 5.9–11.79/hour)
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