Mathematics educator · Learning designer

Make the math
worth exploring.

I design learning that invites students to predict, experiment, and explain. Gamified challenges turn practice into opportunities to understand why mathematics works.

Explore the activities
What changed?

One move. One prediction. A new connection.

Selected work

Learn by making a move.

Three interactive portfolio activities. These AI-assisted samples demonstrate instructional ideas; they have not yet been evaluated with learners.

y = (x − h)² + k

01 / Algebra · Interactive graph · 5 minutes

Function Quest

Match a target parabola by shifting and reflecting your curve. Three missions connect visual movement with algebraic notation.

Learning goal: Interpret horizontal shifts, vertical shifts, and reflections, including the reversed sign inside parentheses.

Play Function Quest
Inside the learning design

The sequence begins with a visible vertex, moves to equation interpretation, and combines shifts with reflection. Feedback identifies the feature that needs revision, with a more explicit hint after another attempt.

02 / Algebra · Error analysis

Equation Detective

Find the first step that changes the solution. A correct answer matters; knowing why it is correct matters more.

Case file
3(x + 2) = 15
Step 1: 3x + 2 = 15
Step 2: 3x = 13
Step 3: x = 13/3

Where does the reasoning first go wrong?

Learning goal: Preserve equivalent statements and distinguish an original error from its consequences.

Inside the learning design

This task makes a common misconception visible. Feedback directs attention to distributing across both terms, then gives a repaired solution learners can verify.

03 / Statistics · Probability exploration

Two Tosses, One Pattern

Is one head more likely than two heads? Change the probability of heads and inspect all three outcomes.

Learning goal: Connect independent outcomes to a discrete probability distribution.

Inside the learning design

For two independent tosses with the same probability p, the probabilities are (1 − p)², 2p(1 − p), and p². The middle outcome includes two sequences: HT and TH.

Teaching approach

Engagement with a mathematical purpose.

01

Start with a question

Give learners something they can predict, investigate, or resolve before introducing a formal rule.

02

Make thinking visible

Use visual representations, meaningful interactions, and well-sequenced practice to connect actions with ideas.

03

Use feedback to move forward

Address the misconception, preserve room for another attempt, and help learners explain their reasoning.

About Asma

Mathematical depth.
A learner’s perspective.

I am an Associate Professor of Mathematics at Community College of Denver. I teach college algebra, trigonometry, and statistics across online and classroom settings, and I strive to gamify a substantial part of my courses.

My course development includes lessons, assessments, and feedback in Canvas, D2L, and MyOpenMath. As course captain for College Trigonometry, I curated and contributed to a shared OER course shell.

I bring training in effective college instruction, online teaching, Universal Design, and front-end development to the design of clear, accessible learning experiences.

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M.S. Mathematics
University of Denver · 2011

B.S. Mathematics & Education
Misurata University · 2005

Colorado Professional Teaching License
Mathematics · Grades 7–12

Professional learning
ACUE Effective College Instruction
Advanced Online Teaching
Universal Design
Udacity Front-End Development