Academic Staff

Biography

I received Ph.D. in Mathematical Modelling at the University of Leicester in the UK. I am a lecturer at the Department of Mathematics, University of Raparin. My research interests are related to model reductions in biochemical reaction networks, mathematical models for the spread of infectious diseases, population growth, and cell signaling pathways. I have published research papers in national and international journals and conference proceedings.

Philosophy of Teaching

Teaching Philosophy
I believe that teaching mathematics well requires a good understanding of how students learn mathematics. My experiences in teaching made me realize that teaching, as well as learning, is not a passive activity, but it is an interaction process between students and teachers. For example, when I give students problems, the student is encouraged talk to their classmates as well as to me. This time of discussion with the students helps me understand what they know mathematically while at the same time creating a welcoming environment in the classroom and outside.

As I believe that for the majority of students, the lectures are just introducing some mathematical concepts. It is my goal in every class to directed questions to deliver a well organize message to the students. Examples are fundamental in both teaching and research for illustrating the concept of abstract ideas. I believe that examples are essential in helping the student understand the material. During lectures, I prefer to take my time and talk through important examples; this gives the student plenty of time to think about the concept as well as time to formulate a question.

While I enjoy lecturing over mathematical concepts and formulas, I welcome class discussions as well. This type of exchange is beneficial to the student as the class conversation is guided with their own questions. Besides a classroom environment, a teacher can encourage learning outside the classroom via homework and short projects. Whenever possible, I prefer to give the students interesting problems to work on.

I am more aware of what students need to know before I introduce abstract concepts. Besides managing a classroom environment, a teacher has an obligation to advise students as well in leaning process. My role in the class was to advise the students in some sort of non-trivial, meaningful research project. Under my guidance, students worked on various questions and even open problems.

Finally, my experiences have help me to develop techniques and philosophies that I use in teaching and advising students. My primary goal is to actively participate in the students learning and to help establish a strong foundation of the basics from which more complex ideas may be explored, providing a solid purpose for learning, and allowing for open discussion and discovery, all of which are important elements for student success.