Rebin Muhammad

I believe that mathematics is for everyone. My teaching is grounded in equity, active learning, and a commitment to creating classrooms where every student can engage with ideas, make mistakes, and grow.

Equity and inclusion

Equity is at the center of my practice. I work to create a welcoming and inclusive environment so that all students—regardless of background, identity, or prior experience with math—feel that they belong. I see it as part of my role to actively contribute to a more equitable and just society, both inside and outside the classroom.

Active learning and inquiry

I use active learning so that students do not only listen but think, discuss, and do mathematics. I am a strong advocate of Inquiry-Based Learning (IBL): students work on carefully chosen tasks, conjecture, and build understanding with guidance rather than being told answers first. This approach supports deeper learning and helps students develop persistence and confidence.

Assessment and feedback

I am interested in standards-based grading (SBG) as a way to assess what students actually know and can do, rather than averaging scores over time or rewarding only performance on a single test. Clear standards and ongoing feedback help students understand their progress and focus on learning instead of points.

Engagement and variety

I aim to make mathematics engaging and accessible. That includes using a variety of activities—from art and 3D objects to simple, interactive web-based games—so that students can experience math as something they can explore and enjoy. I continue to develop new materials and activities to support this goal.