I was born and raised in Romania, where my passion for study and learning began to take shape. I attended Secondary School No. 56 in Bucharest, then “Mihai Viteazul” High School – a place that sparked my academic curiosity and nurtured my perseverance.

In 1996, I obtained my master’s degree in Engineering from the Faculty of Technological Equipment in Bucharest.

In December 1999, I moved to Toronto, Canada, pursuing my dream of becoming a teacher. In 2003, I graduated from Ontario Tech University, earning a Bachelor of Education degree and certification as a mathematics and physics teacher for the intermediate and senior levels.

For 16 years, I taught within the Durham District School Board – an essential stage in my professional development as an educator. There, I worked with students of different learning styles, needs, and levels of preparation – an experience that strengthened my belief that every child needs a personalized approach and an environment where they feel accepted and supported.

In 2016, I volunteered in the Student Success department at Dunbarton High School, supporting both students who needed extra help and high-achieving students in mathematics and science. This experience reaffirmed my conviction that every student can succeed when provided with guidance, encouragement, and confidence in an environment that fosters their potential.

At the end of the 2020 school year, I transitioned to the Toronto District School Board, where I continued teaching at the high school level and took on the role of Head of the Mathematics Department.

Today, I am back in Romania with my family, who also returned here. I felt it was the right time to reconnect with my roots, to be close to my loved ones, and to rediscover the beauty of the places from my childhood.

As a mathematics teacher with a background in engineering, I see mathematics not only as an academic discipline, but as a language of logic, structure, and practical solutions for everyday life. The psychology of teaching this subject requires empathy and a deep understanding of how students think, how they relate to abstract concepts, and how they connect theory with reality.

I strongly believe that integrating real-life contexts into lessons helps students grasp the meaning and relevance of what they are learning.

At Avenor College, I am delighted to be part of a future-oriented educational environment, where the student is at the center of the learning process. I look forward with enthusiasm to guiding students not only in acquiring solid mathematical skills, but also in discovering the beauty, creativity, and joy that this discipline can offer.

I aspire to contribute to building a community where every student feels heard, supported, and intellectually challenged – a space where curiosity comes alive, and education goes beyond the textbook, inspiring critical thinkers and future innovators. Mathematics should not be perceived merely as a succession of formulas, but as a way of understanding the world, of thinking clearly, and of expressing ideas with rigor.

As Albert Einstein once said: “Pure mathematics is, in a way, the poetry of logical ideas.” I firmly believe that, in the classroom, this poetry can become accessible, alive, and profoundly meaningful for every student.