Dr Wheeler’s teaching is guided by the belief that students should experience mathematics as a living intellectual practice rather than a collection of disconnected techniques. He aims to make mathematically serious ideas accessible without diluting their depth, combining rigorous conceptual development with clear exposition, carefully structured notes, and a classroom culture in which questions, curiosity, and persistence are normal parts of learning. His subjects are designed to challenge students to think, explain, collaborate, and solve problems in the way mathematicians do.

Across his teaching, a recurring priority is authentic inquiry. From first year through advanced subjects, he emphasises the connection between theory, examples, and independent investigation, helping students see how abstract ideas become tools for understanding both mathematics itself and the wider world. Assessment is used not simply to measure performance, but to scaffold learning: tasks are designed to be transparent in expectation, intellectually purposeful, and aligned with the habits of mind students need for later study, research, and professional practice.

Dr Wheeler also approaches teaching as a form of academic leadership. His curriculum work has focused on building a distinctive mathematics experience at UOW: research-informed, student-centred, and oriented toward long-term capability rather than short-term content coverage. He is especially committed to helping students develop confidence, independence, and a sense of belonging in the mathematical sciences, and to creating subjects that are not only demanding and high quality, but also engaging, supportive, and attractive to a broad range of students.