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.

Sean graduated from Texas A&M University with a degree in Computer Engineering and a minor in Mathematics. After working as a software engineer for a few years following college, Sean discovered his passion for education. He began to work as a private math tutor and then as a high school math teacher at Xavier Academy. Sean loves the hands-on problem solving approach at AoPS. He is very excited to guide students as they tackle and approach new types of problems. Sean likes to give students a chance to approach new problems on their own. He believes that students learn just as much by making mistakes when practicing new approaches to problems as they do from hearing the correct approach, creating a classroom environment where exploration and productive struggle are valued.

Mr. Taylor has been an educator for almost 30 years, with experience teaching grades K-College, especially middle school math, Algebra I, and supporting teachers through instructional coaching and leadership roles. Mr. Taylor loves that AoPS encourages problem-solving, creativity, and confidence in math, which aligns closely with how he believes students learn best. His teaching style is structured, encouraging, and student-centered. Students can expect him to be patient, clear, and supportive while still challenging them to think critically and grow. Colleagues can expect him to be dependable, professional, and collaborative, with a positive attitude and a strong commitment to helping students and colleagues succeed.

Noha discovered her passion for math and problem solving while pursuing her degrees in Computer Science. After earning her master's degree from the University of Houston, she continued to explore this passion by becoming a math instructor and co-founding a web development business with her husband. Noha was drawn to AoPS because of its strong focus on problem solving and understanding the 'why' behind concepts. She enjoys exploring different ways to solve problems and loves working with students, helping them build confidence and share in that same curiosity. Noha's teaching style is interactive, hands-on, and centered around making sure no student is left behind. She values adapting to different learning styles and enjoys building connections with her students to support their growth. With her energetic and engaging approach, she creates a classroom environment where math is both fun and approachable.

Tyler has 20+ years as a high school math teacher. He was drawn to AoPS because of the chance to work with students who want to perform at a high level. He likes to make students think, both in an efficient manner and in a practical, maybe outside-of-the-box manner, creating a classroom environment where students are challenged to explore multiple approaches to problem-solving and develop strong critical thinking skills.

Ms. Montoya is a recent graduate of the University of Texas Rio Grande Valley and will be starting her first year as a high school Mathematics teacher at LCISD for the 2026–2027 school year. Over the past four years, she has studied mathematics and worked as a tutor supporting undergraduate students in courses ranging from pre-college algebra to Calculus II. Ms. Montoya was drawn to AoPS because of its commitment to challenging students while creating a space where making mistakes is seen as an essential part of learning. As someone with a deep passion for mathematics and teaching, she values the importance of being wrong, asking questions, and using those moments to drive deeper understanding and exploration. Her teaching style is rooted in always asking "why" and encouraging her students to do the same, while also exploring the "how" behind the math. She sees learning as a partnership, where the classroom is a space for shared discovery rather than just instruction. In her classroom, students can expect lots of discussion, curiosity, and critical thinking, with an environment where students feel comfortable exploring, questioning, and growing together.

William has worked in public education as an English Language Arts & Reading instructor at some of the most academically competitive schools in the Houston area. He started his own tutoring company focusing on Socratic style, inquiry driven learning and has been interested in working with programs that share a similar pedagogical approach to instruction and learning. He was drawn to AoPS because the opportunity to leverage philosophy and inquiry driven learning aligns with the AoPS curriculum and his personal belief that this is where he can facilitate rich learning opportunities for students. He is a collaborative partner in all aspects, bringing that spirit of collaboration not just to his teaching practice, but to how he engages with colleagues. He seeks to understand learning material inside and out so that rather than directly instruct students, he strives to create learning spaces where students can utilize their capacity for authentic thought when working through material and concepts. This allows students to take a sense of ownership over their learning while building the self-confidence needed for true intellectual growth.