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Fisher College Faculty

Willem Wallingawillem wallinga, M.S.
assistant professor, mathematics; academic administrator
program: liberal arts & Sciences

Contact information
wwallinga@fisher.edu
617-670-4457
Office Location: ‚Äč118 Beacon Street, 4th Floor (118-42)

Education
  • B.S., Mathematics, Clarkson University
  • M.S.T., Mathematics Education, SUNY Potsdam
  • M.S., Mathematics, Clarkson University
  • Ph.D. Candidate, Mathematics Education, University of New Hampshire

Background

Willem Wallinga came to Fisher College in 2009. He is an Assistant Professor and Academic Administrator in Mathematics. Prior to teaching at Fisher, Mr. Wallinga was a graduate teaching assistant, a high school mathematics teacher, and an adjunct instructor at several colleges and universities in New England. He is currently completing a doctoral degree in Mathematics Education at the University of New Hampshire.

Mr. Wallinga's research interests are primarily in the area of assessment in mathematics education. His doctoral research examines the complex relationship between instructional assessment methods and teacher self-efficacy at the high-school level. He is also involved in researching curriculum development, and establishing reliable standards for placing incoming students into mathematics courses.

Teaching Philosophy
I have been teaching mathematics, in one capacity or another, since 1998. During this time, it has been my pleasure to work with a wide variety of students from the New England area and beyond. It has always been my goal to become a full-time mathematics professor at a college in Boston. I am happy to say that I am now realizing this goal at Fisher College.

Teaching mathematics at any level is a challenging prospect. Each classroom represents a diverse range of skills, previous experiences, and attitudes toward learning mathematics. At the college level, the challenge is increased as each student begins developing a unique career path. My main objective is to present mathematics in a way that is both relevant and interesting to each student, regardless of their background or future endeavors. I also focus on making mathematics less intimidating by building important connections from elementary to advanced topics.

Most recently, I have developed a lecture style that incorporates improvisational elements based on student feedback in the classroom. This has been an invaluable addition to my teaching style, and provides much needed flexibility when presenting topics at all levels.
  
 

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