Mathematics has long been regarded as a subject that inspires curiosity, challenges the mind, and unlocks the mysteries of the world around us. For many, it can be a daunting discipline, but for Heather Peters, University of Advancing Technology's (UAT) resident math aficionado, it has always been a source of joy and discovery. Heather’s journey into math has been shaped by inspiring educators, engaging teaching methods, and a deep appreciation for the real-world applications of math. In celebration of Pi Day 2025, she was kind enough to shed some light on her journey to becoming UAT's math guru.
Professor Peters joined the UAT Family in 2016 after teaching at the high school level and in China. She holds a Bachelor of Science degree in Secondary Education from ASU and a Master of Education degree from NAU.
What inspired you to become a math professor? Was there a specific moment or teacher that sparked your passion for teaching mathematics?
I have always loved math and found joy in problem solving, but it wasn’t until high school when I started to seriously consider a career in teaching mathematics. I had a calculus teacher, Mr. Cox, whose methods of teaching math made the content come alive for me. He created funny educational videos with another math teacher where they would get themselves into predicaments and we would be required to figure out the math in order to guess how the episode would end. His love for math and ability to present the material in an exciting and unique way inspired me and sparked my interest in becoming a math teacher.
What’s your favorite part about teaching math at the university level?
I love engaging with college students who are excited about their future and are getting a chance to finally explore what they are most passionate about in a school setting. I learn so much from my students, love hearing their thoughts and insights on higher level topics and it is truly a joy to be a part of their educational journey. College students have a curiosity and an excitement for their future that is contagious and inspiring. I love when students can connect what they are learning in math to how it will be helpful in their program of study. It is such a satisfying moment when students show me how they have been using the math we are learning to program robots, create a game in production studio where they need equations, or design a project in the digital maker lab that requires trigonometry. I love teaching the business math class especially at the college level because it teaches so many real life skills like budgeting, investing, insurance, loans, etc., and many students are learning about these topics for the very first time. Apart from the students, I also love the teaching aspect at the college level because there is level of academic freedom and autonomy in designing courses and crafting classroom experiences.
How do you help students who might feel anxious or intimidated by math?
I understand that students at the university are arriving with a variety of ideas or fears about math, as well as different backgrounds or levels of math they have studied. Math can be a challenging and intimidating subject, so from the first day I try to create a safe space for students to try even if they get answers wrong and remind them that I truly want them to succeed. There is no shame in asking for help, so I often meet with students individually if they are still struggling.
Do you have a favorite way to make math exciting or accessible to students?
I know not everybody enjoys math as much as me haha, so I find it an exciting challenge to make it more interesting or enjoyable for my students. I try to tie in real-life problems that might be relevant to them, add in cheesy math jokes, incorporate Kahoot games to practice a concept when I can, and throw in trivia to give their minds a break. I also think math itself is beautiful and any time I can show how mathematical formulas came to be or how math connects across curriculums, I do.
What’s one math concept or problem that students usually struggle with, and how do you approach teaching it?
One math concept students often struggle with is solving and graphing quadratic equations, so I try to engage different learning styles and approaches. I usually start off with a charades game involving parabolas and a video of everyday parabolas that were created by quadratic equations to get them interested in the topic. I try to use several visuals and graphs to engage that part of their brain and I walk through the process step by step with them, not assuming they have done this before. I use an Angry Bird example where they must apply the information. Then, to help them memorize the quadratic formula, I teach them a song that they may or may not roll their eyes at 😊
How do you incorporate real-world applications into your teaching to show students the value of mathematics?
I try to show examples from real life as often as possible, whether it is from video games, examples from former students who have shared with me when they used certain topics in their projects, or just plain useful ways the math is used outside of the classroom. One question I welcome the students in my class to ask is, “When am I ever going to use this?” I think it is one of the most valid questions we can ask because math is designed to answer complex questions we come across in real life and I think we should be aware of why and how we would apply various concepts.
If you could only teach one math topic for the rest of your career, what would it be and why?
I LOVE teaching statistics because there are so many fun activities you can do and, being that we are all are exposed to statistics everywhere, it is easy to make relevant. It is becoming increasingly necessary to understand statistics with our new technologies and more fields are requiring an understanding of the content. In fact, leaders even knew the importance of statistics back in the 1950’s when a Presidential address included the quote, “Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write!” Statistics is all based on data, so I love using the class as the sample, which usually keeps the students more engaged. I have a fun lesson where we play the Price is Right to practice probability and there are so many shows or video clips that reference topics in statistics, so it is easy to find entertaining and practical examples.
Pi Day is a fun way to celebrate math—do you have any favorite Pi Day traditions, jokes, or activities you share with your students?
I love Pi Day! It is one of my absolute favorite days of the year! I probably get more text messages from people wishing me “Happy Pi Day” that I do “Happy Birthday”. I have done a variety of activities on this special day over the years, which include creating a PI-nata in the shape of the pi symbol for the students to break open, doing an activity with M&M’s and circles that shows students how the number pi was discovered, hosting a Pie in the Face game where the students must answer math questions correctly to avoid getting whip cream smashed in their face, and many more. There are a few traditions, however, that I consistently share with my students and tend to include every year in the festivities. These traditions include teaching the students a pi day handshake, telling some pi day jokes, and, everybody’s favorite tradition, eating delicious pies!
Who are some women in mathematics or science who have inspired you, and why?
When I was in college I did a research report on Fermat’s Last Theorem, which was a proof attempted by countless mathematicians and went unsolved for 350 years. One of the women who made several contributions to the Theorem was Sophie Germain and her story inspired me. In spite of her love and passion for mathematics, she was not allowed to study the subject and would submit her work under a gentleman’s name because women were not permitted to study math at the university. In spite of all the opposition, her passion for math led her to persist against the odds and even teach herself advanced mathematics. She eventually gained the respect of the mathematical community and became the first woman to be honored by the Paris Academy of Sciences. On a personal level, I also had a few female math professors who reminded me of the pure joy of solving math problems. They structured their classes in a way where we would spend hours solving challenging problems with our peers and that brought back the gratifying feeling that can only come from solving a complex problem. Their love for math was contagious and inspiring!
If you could highlight the contributions of one woman in math history during Women’s History Month, who would it be and why?
If you have seen the movie Hidden Figures, then you may have heard the story Katherine Johnson. She was a mathematician who left her job teaching to participate in a graduate math program and years later, she worked for NASA as a human computer doing challenging mathematical calculations. It was her calculations that led to successful breakthroughs in the space race. She helped calculate the flight path of the very first spaceflight and broke many gender and racial barriers in the process.
What’s been the most rewarding moment for you as a teacher, particularly when helping students overcome challenges in math?
As a teacher, it has been so rewarding to reconnect with students after graduation and hear they have found successful careers they are passionate about. I am truly touched every time I run into a former student who is living their passion, using the skills they learned in school, and making a difference in what they do. I recently was on a commercial airline flight and the captain of my flight was a former student. He invited me up to see the flight deck and showed me the math he does on a regular basis and that just warmed my teacher’s heart.
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