Applications of Normal distribution

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 I have taught the following courses at Maricopa Community Colleges, including Phoenix College, GateWay Community College, and Mesa Community College. 

Recent Semesters (Fall 2024)

• MAT 213: Brief Calculus
• MAT 151 : College Algebra

Previous Semesters

• MAT 081: Basic Arithmetics 
• MAT 090: Introductory Algebra 
• MAT 091: Introductory Algebra 
• MAT 103: College Mathematics Prep. 
• MAT 120: Intermediate Algebra.
• MAT 121: Intermediate Algebra.
• MAT 141: College Mathematics.
• MAT 142: College Mathematics.
• MAT 145: College Mathematics with Review.
• MAT 151: College Algebra. 
• MAT 155: College Algebra/Functions with Review.
• MAT 213: Brief Calculus
• MAT 218: Mathematical Analysis for Business

 I have taught the following courses at Grand Canyon University.

Previous Semesters

• MAT 110: Basics of Algebra.
• MAT 134: Intermediate Algebra
• MAT 144: College Mathematics. 
• MAT 154: Applications of College Algebra.
• MAT 250: College Algebra and Trigonometry
• MAT 251: Calculus and Analytic Geometry I
• MAT 252: Calculus and Analytic Geometry I
• MAT 253: Calculus and Analytic Geometry II
• MAT 261: Precalculus
• MAT 262: Calculus for Science and Engineering I
• MAT 264: Calculus for Science and Engineering II
• MAT 274: Probability and Statistics
• MAT 351: Calculus for Biomedical Sciences
• MAT 345: Applied Linear Algebra.
• BUS   352: Business Statistics
• MAT 364: Differential Equations

Ayak Chol’s teaching philosophy emphasizes a holistic and integrative approach to mathematics, highlighting its interconnectedness with various disciplines and real-world applications. He aims to help students see mathematics as a unified foundation for theoretical and practical understanding, fostering deep comprehension rather than rote memorization.

Chol prioritizes conceptual learning, using examples like surface and volume integrals to illustrate the value of understanding foundational ideas like Riemann sums and the fundamental theorem of calculus. This conceptual grounding equips students with greater problem-solving flexibility. Acknowledging the diverse backgrounds and skill levels of his students, he tailors his teaching strategies by assessing their familiarity with mathematical basics through a questionnaire at the start of each course. He connects new concepts to their fields of study, introduces real-world applications, and gradually builds rigor through guided problem-solving.

To cultivate problem-solving skills, Chol encourages active participation during class, using examples and problems to engage students. He provides hints and allows repeated attempts to foster persistence and deeper understanding. For topics like series convergence, he promotes pattern recognition and exploratory thinking. Collaborative learning is another cornerstone of his approach, as he organizes group activities to encourage discussion and peer-to-peer learning.

Chol fosters an inclusive and supportive learning environment, emphasizing that no question is too small. He encourages open communication, especially at the beginning of a course, to build confidence and engagement. He extends this interaction to email and office hours, ensuring students have ample opportunities for support.

Assessment plays a crucial role in Chol’s teaching. He employs diverse methods, including extra credit, challenge problems, and varied quiz formats, to accommodate different learning styles. His unconventional multiple-choice quizzes encourage creative engagement with the material. These assessments not only measure progress but also reinforce conceptual clarity.

Chol also integrates technology, such as graphing calculators and software, to enhance visualization and intuition. These tools help students grasp complex topics, such as calculus limits or statistical data. He incorporates projects and group work to encourage hands-on use of these technologies, further deepening their understanding.

For Chol, teaching is a reciprocal process that enriches his own mathematical insight. He is deeply committed to inspiring students, fostering critical thinking, and highlighting the unifying patterns in mathematics. By demonstrating profound connections, such as the relationship between instantaneous velocity and curve tangents, Chol reveals the inherent beauty of mathematics as a discipline.

As a dedicated college mathematics professor, I strive to make mathematical concepts more accessible and engaging by integrating a diverse range of programming and computational tools into my teaching. My expertise spans multiple programming languages and software, including R Programming, SAS, Python, STATA, MATLAB, Mathematica, and TI-Calculators, which I use to enhance data analysis, modeling, and simulations in my courses. These tools help me present complex mathematical theories in a way that allows students to see their direct applications in real-world problem-solving.

For instance, I leverage R and Python to design custom algorithms, statistical models, and interactive tools that facilitate hands-on learning experiences. These resources enable students to experiment with data, test hypotheses, and develop a deeper understanding of mathematical principles beyond theoretical study. Additionally, my proficiency in LaTeX ensures that I produce high-quality, professional mathematical documents, making it easier for students to engage with clearly structured content. Meanwhile, PowerPoint serves as a valuable tool in delivering visually compelling presentations that break down intricate topics into digestible concepts.

By blending these computational and programming skills with traditional mathematical instruction, I cultivate a dynamic learning environment that bridges the gap between abstract theory and its practical applications in various fields, preparing students for future academic and professional success.