Our Team

Art of Problem Solving was founded by Richard Rusczyk in 2003 to create interactive educational opportunities for avid math students. Richard is the author or a co-author of 7 AoPS textbooks and a past Director of the USA Mathematical Talent Search. He was a participant in National MATHCOUNTS, a three-time participant in the Math Olympiad Summer Program, and a USA Mathematical Olympiad winner (1989). He received the World Federation of National Mathematics Competitions Paul Erdös Award in 2014. He graduated from Princeton University in 1993, and worked as a bond trader for D.E. Shaw & Company for four years. AoPS marks Richard's return to his vocation - educating motivated students.

In 2014, Glen founded a learning center in Morrisville, North Carolina, that two years later became the first AoPS Academy campus. Glen served as the National Director of AoPS Academy until his retirement in 2019. He has experience as a college math professor, statistician, and expert SAS programmer. He has been a professional math tutor for many years, and specializes in training academically-advanced and high-performing math students. Glen is a graduate of Duke University and holds a graduate degree in statistics from Boston University.

P. Vandana Sarma developed her career through a strong academic foundation in mathematics, earning both a Bachelor's and Master's degree in the field before completing a Bachelor of Education. She went on to build over nine years of full-time teaching experience as an elementary educator, primarily instructing Grade 3 students across core subjects including mathematics, language arts, science, and social studies. Throughout her career, she has focused on differentiated instruction, student engagement, and fostering inclusive classroom environments. She was drawn to Art of Problem Solving because of its focus on deep conceptual learning and problem-solving in mathematics, which aligns closely with her academic background and teaching philosophy. She is most excited about working with motivated students, fostering critical thinking, and engaging them in meaningful mathematical exploration. She describes her teaching style as structured, student-centered, and focused on conceptual understanding. She uses interactive and differentiated approaches to engage learners. Students and colleagues can expect her to be collaborative, supportive, and organized, with high expectations and a positive, inclusive classroom environment.

Allison has a BA in mathematics from Macalester College, studied at Budapest Semesters in Mathematics, and has a PhD in mathematics from Emory University. She has decades of experience as an instructor of mathematics in a variety of college and university environments. She has coached a community college math team that competed in mathematics competitions and has helped develop mathematics competition questions. Allison was drawn to AoPS by the opportunity to expose younger students to mathematical reasoning and student-led problem solving. She is excited to be able to expose students to mathematics that they wouldn't normally see in school at this age. Allison aims to cultivate a collaborative classroom environment where students feel safe to take risks and challenge themselves, learn from each other, and back up their intuition with solid reasoning.

Phil studied theoretical computer science at UC Berkeley and MIT before spending several years at IBM. He then joined the faculty at UC Davis, where he and a collaborator developed the mathematical foundations for applied cryptography. Phil loves teaching as much as research, and over the years began mentoring under-challenged students outside his university work, coming to believe that exceptional teaching looks remarkably similar whether the student is in primary school or graduate school. He discovered AoPS through a student he was tutoring and was struck by the quality of its curriculum. At AoPS, Phil treats students as respected individuals and future colleagues, encouraging them to explore their own ideas even when it means a worthwhile detour. He aims to help students develop creativity, skepticism, and a healthy tolerance for failure.

Hannah holds a Bachelor of Science in Physics from Oregon State University, where she also worked as a teacher's aide and tutor and discovered her love of teaching. She went on to teach math and physics at Recess, an online school program, where she saw firsthand how students light up when science and math click. Hannah loves that AoPS students are eager to push beyond what traditional school offers. Her teaching style is hands-on and student-driven: she designs word problems, scenarios, and simulations tailored to what each student finds exciting, helping them see abstract concepts as relevant to their everyday lives. She is equally focused on building confidence alongside skill. Students and colleagues can expect an engaging environment where every idea is taken seriously and every student is heard.

Mr. Steele graduated with a combined degree in Mathematics and Physics. With over twenty years of teaching experience at the middle and high school levels, he has also served as an Air Force pilot and successful entrepreneur. He now brings his passion for mathematics to AoPS, seeking to expand his expertise in a more creative and liberal educational setting. Mr. Steele's teaching approach works "outside the box," emphasizing mathematical reasoning and principles rather than rules. He believes that soft guidance, scaffolding, and peer interaction help students develop ownership and confidence in their learning. Rather than providing quick answers, he guides students to understand the "why" behind mathematics. Students can expect a mentor who helps them build genuine mathematical confidence. Colleagues can expect a collaborative partner and willing learner who is enthusiastic about growing alongside the team at AoPS.