Jered Bright portrait

Jered Bright, M.S.

Senior Teaching Specialist, CLI
+1 507 258 8105
(507) 258-8066


M.S. Mathematics with Education Emphasis, University of Minnesota Twin Cities, 2012
B.S. Mathematics with Education Emphasis, University of Minnesota Twin Cities, 2010

Mathematics is about recognizing and articulating the patterns that arise from numbers, problem solving with these patterns, and generalizing the patterns to the highest level possible. A mathematician, armed with an arsenal of problem solving skills, is the conduit for the formalization of patterns.


I grew up near Rochester (a mere 15 miles away) on a family farm. When I first entered college at the University of Minnesota Twin Cities, I was an Astrophysics major. After the first semester in college, I decided against that route and eventually declared a mathematics major in my sophomore year. At that point, I discovered that I was pretty good at math, but I loved teaching it. I sought out opportunities to teach math and eventually obtained a Masters degree in Mathematics.

I currently hold a Minnesota State Teaching License to teach Math in grades 5-12 and am pursuing a second Masters of Education in Mathematics at the University of Minnesota Twin Cities. I also coordinate and teach in UMTYMP Rochester ( in addition to serving as UMR Faculty.


My goal as an instructor is to have every one of my students be proficient problem solvers. Many times in mathematics, students understand the concepts but often become frustrated when they do not see how all the pieces of the puzzle fit together in a larger, or different, context. Developing the logic and other skills related to putting these pieces of recognized patterns together is what mathematics is all about, not the answer like so many believe. In my teaching, I strive to develop these skills in my students so that they are able to work through problems they encounter in their future careers.

Coupled with this is my personal goal to establish a growth mindset in my students. When encountering a challenge in a math course, many of my students fall victim to negative self-messages - "I'm not a math person", "I don't like math", etc. My goal is to combat this by encouraging perseverance and shifting perspectives so students can reach success in both the near and distant future.