Alexandra Cuadra was born and raised in Hialeah, Florida. From a young age, teaching wasn’t just an interest—it was her passion. One of her fondest memories is from kindergarten when she discovered she could draw a flower using four hearts. But what excited her most wasn’t the drawing itself; it was the moment of sharing how to make this flower with the class that sparked her lifelong love for teaching.

Her love for mathematics goes beyond personal enjoyment. She sees mathematics as a subject that many find intimidating, and she feels a deep calling to change that perception. Alexandra believes she has a gift—the ability to present complex mathematical ideas in a way that sparks curiosity and joy in her students.

Determined to pursue her calling, Alexandra attended Florida International University (FIU), where she studied mathematics and mathematics education. While excelling in her coursework, she also embraced every opportunity to grow as an educator, working as a tutor, a learning assistant, and even volunteering as an ESOL teacher. An unexpected passion she discovered at FIU was research. As a Ronald E. McNair Fellow, she realized the power of research in shaping education, influencing teaching practices, and improving curriculum design. Inspired by this realization, she knew that graduate school was the next step in her journey.

At Eastern Michigan University, Alexandra took on two Master’s Research Projects—one in mathematics education and another in mathematical cryptography. Her fascination with cryptography led her to Purdue University to pursue a Ph.D. in Mathematics. However, it was her experiences in the classroom at Purdue—teaching, mentoring, and redesigning coursework—that reignited her first love: mathematics education. Through these experiences, she rediscovered the joy of helping students build confidence in mathematics, reaffirming her passion for making the subject more accessible and engaging.

Growing up surrounded by a blend of English, Spanish, and Spanglish, Alexandra’s understanding of teaching and learning was deeply shaped by the way language influences our perception of the world. This multilingual environment led her to embrace the belief that mathematics, like language, should be accessible to everyone.

Her dissertation focuses on students' understanding of partial derivatives through the lens of literacy. Initially drawn to math literacy, Alexandra's research evolved in response to her students' struggles with the independence of variables, guiding her investigation into partial derivatives and related topics. Specifically, she hopes her research will contribute to the existing literature on students' mathematical knowledge of advanced topics like partial derivatives and the integration of novel educational practices in undergraduate teaching.

Within her research, Alexandra has developed a variety of instructional materials including Writing To Learn Mathematics (WTLM) activities. Two WTLM activities she uses are “The Important” prompt and the Aspects of Mathematical Phenomena (AMP) chart, which Alexandra created. Inspired by Margaret Wise’s (1949) book, "The Important" prompt invites students to step away from the numbers and symbols of math to focus on the larger concepts at play. The AMP chart allows students to repack mathematical concepts using multiple representations, encouraging a level of reflection that traditional math problems don’t elicit. Together, these activities foster reflection, helping students articulate their thinking, explore concepts more deeply, and see the broader value in mathematics. Alexandra has witnessed her students move beyond the belief that math is only for the "smart" and instead find joy and confidence in the subject as they engage more fully with the material. Additionally, Alexandra’s data analysis for this study takes a novel approach by using concept mapping to share students' voices directly, providing valuable insights into how their knowledge evolves as they learn new mathematical concepts.

Alexandra’s commitment to education extends beyond the classroom, as she also mentors future teachers. As an apprentice for a course supporting pre-service secondary teachers at Purdue, she plays a pivotal role in helping them transition from math students to effective math instructors. Alexandra worked closely with these pre-service teachers, guiding them through seminars and classroom observations. She encouraged them to think about how to make math accessible and meaningful to their students. Through her mentorship, Alexandra imparted wisdom in fostering student engagement, and reflective practice, reminding the pre-service teachers and their students of the joy that comes from teaching and learning mathematics. Through these efforts, Alexandra nurtures the next generation of educators while strengthening her passion for the transformative power of math education.

Alexandra’s innovative research and dedicated teaching are making a meaningful impact on the field of mathematics education. By fostering mathematical literacy, she helps students gain both confidence and a genuine appreciation for math, while also offering valuable insights that can enhance teaching practices. Her commitment to reshaping how we teach and learn mathematics reflects her firm belief that with the right tools and mindset, every student has the potential to succeed and find joy in the subject.

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“Hispanic Heritage Month is a time to celebrate the rich culture, history, and contributions of the Hispanic community. For me, it’s a reminder of the resilience, creativity, and hard work that define our heritage. It’s about honoring the sacrifices of those who came before us while inspiring future generations to dream big and break barriers. As a Cuban-American Latina in mathematics, it reinforces my commitment to representation—showing my students that they belong in every space, including STEM. It’s a time of pride, reflection, and deep gratitude for the beauty of our roots and the endless possibilities ahead.”

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