Anu Krishna: Finding Joy in Teaching Mathematics

ATLANTA — Cambridge High School teacher Anu Krishna (Ed.D. ’25) has been an educator for more than two decades, and her time in the College of Education & Human Development’s curriculum and instruction doctoral program has reinvigorated her passion for mathematics education.

In this Q&A, Krishna discusses why she chose Georgia State to earn her degree, her experiences leading a district-wide mathematics professional development program in Fulton County Schools and her post-graduation plans.

Question: Where do you teach, and what grade(s)/subject(s) do you teach?

Answer: I currently teach at Cambridge High School in Milton, Ga. I teach geometry and Advanced Placement precalculus, as well as a mathematics support class for students who are performing below grade level. Working across these different courses allows me to support a wide range of learners and help students build confidence in mathematics, regardless of where they start.

Q: What made you want to earn your Ed.D. at Georgia State University?

A: After 18 years of teaching, I found myself losing the joy that once defined my work. My students were becoming increasingly disengaged from procedural, traditional mathematics, and I knew I needed to rethink my instructional approach. At the same time, the diversity in our classrooms was growing rapidly, and it was clear that teaching the same way I always had was no longer effective or equitable. In searching for a meaningful direction, I turned to Georgia State University’s College of Education & Human Development, where I was welcomed into the Ed.D. program in curriculum and instruction. It truly felt like a blessing — exactly the program I needed to bring back both my joy of teaching and my students’ joy in learning mathematics. Learning from faculty like Associate Professor Christopher Jett, whose work closely aligns with my interests, made me confident that Georgia State was the right place for this next step in my career.

Q: You recently led district-wide professional development for math teachers. What did that professional development focus on? What do you hope teachers learned from your sessions?

A: When the new AP precalculus course was introduced in Georgia, there were no established instructional materials, which created both a challenge and an opportunity. My colleague and I designed and facilitated a year-long professional development series focused on instructional strategies for teaching this new course. This work allowed us to support teachers in building strong content understanding while also integrating culturally responsive strategies into their instruction. I wanted teachers to walk away feeling confident in designing lessons that engage students, connect mathematics to real-world contexts and make learning accessible for diverse learners. It was a meaningful experience because it allowed us to help educators reimagine math instruction in ways that honor students’ backgrounds and ways of thinking.

Q: Last year, you were named Teacher of the Year at your school. What did that recognition mean to you?

A: Honestly, while it felt good to be appreciated, I don’t view my work through the lens of awards or accolades. What made being named Teacher of the Year so meaningful was that it reflected the relationships I’ve built with my students and colleagues over the years. For me, the recognition affirmed that centering students’ identities, cultures and voices in the mathematics classroom truly makes a difference. It also reminded me of my responsibility to continue advocating for high expectations, meaningful learning experiences and supportive environments for all students.

Q: What has been your favorite part of being a student in the curriculum and instruction program? Is there a specific memory or experience in the program that stands out to you, and what does that memory/experience mean to you?

A: My favorite part of the curriculum and instruction program has been the way it was intentionally structured, almost like layers of cake. Each course added a new layer, beginning with theory and gradually moving toward independent research. By the time I reached my dissertation, I felt like I could finally enjoy the ‘finished cake’ and share it with others. The journey had its ups and downs, but looking back, I can see how each challenge prepared me to climb to new heights and use my experiences to support other educators.

There are so many memories I treasure. The cohort experience was incredibly special — the laughter, camaraderie and mutual support we built among ourselves and with the faculty. I loved the Saturday sessions when the entire program came together, as well as the opportunities to participate in external projects that pushed my thinking and expanded my professional network. The shared moments of joy, stress, resilience and even a few tears created a community that made this journey not only meaningful but memorable. The list truly goes on, and I will carry these relationships and experiences with me long after graduation.

Q: What's something you learned while in the College of Education & Human Development that you'll take with you into your career?

A: One of the most important things I’ve learned is to treat classrooms as spaces where students’ cultures, experiences and ways of thinking are assets, not obstacles. I will carry forward the habit of continuously asking, ‘Whose voices are centered here?’ and using data, reflection and student feedback to make instruction more responsive and equitable. The connections I’ve built here are lasting, and I hope to continue being part of this community, learning from it, contributing to it and staying connected well beyond graduation.

Q: What are your post-graduation plans?

A: My journey has truly just begun, and there is still so much I hope to accomplish. After graduation, I plan to continue teaching and serving as an instructional leader in my school, with a strong focus on culturally responsive mathematics teaching and student engagement. I also hope to share my research and classroom practice through professional development, conference presentations and collaborations that support other educators.

This program has built incredibly strong bonds with both the faculty and my cohort, and I hope to carry those relationships with me long after graduation. It’s the kind of connection that stays with you, and it’s hard to imagine stepping away from it completely. That’s why I hope to remain involved and contribute to the program in meaningful ways, whether by supporting future students, participating in program activities or continuing to learn alongside this community.

Q: Anything else you'd like to add?

A: I’m grateful to Georgia State University and the College of Education & Human Development for shaping me as both an educator and a researcher. This program has given me the tools and confidence to advocate for students and to design learning experiences that help them see themselves as capable, influential mathematicians.