Every Child Is A Math Person.
Let’s Build the Classroom That Proves It.

I was that kid who hated math. I sat in classrooms convinced that math was something other people understood — not me. Nobody helped me see differently. When I became a teacher, I made a promise: not one child in my classroom would feel the way I did. That promise sent me on a journey to become the math teacher I never had. I rebuilt my content knowledge, transformed my practice, and watched something remarkable happen. My students started thinking, talking, and loving math.

I bring particular depth to early childhood mathematics — PreK through 2nd grade — where the foundations of number sense, reasoning, and math identity are either built or broken. These are the years that determine whether a child believes they are a math person. Drawing on 16 years in PreK–8 classrooms and more than six years leading professional learning in Arizona public schools, I specialize in implementing Peter Liljedahl's Building Thinking Classrooms framework and use Cognitive Coaching to support teachers shifting toward inquiry-based instruction. My work is grounded in one belief: research and practice must meet in the same room.

Now, through Zitar Consulting, that work reaches beyond my own classroom. I present at national and state conferences, lead professional development, and partner with schools, districts, and homeschool communities ready to transform math culture. Every child is a math person. My work exists to prove it.