Teaching Philosophy“The
mediocre teacher tells. The good teacher explains. The superior teacher
demonstrates. The great teacher inspires.” – William Arthur Ward
The most effective teachers are those who make a lasting impact on their students’ lives. In order to do so, my role as a mathematics teacher is not only to provide students with a challenging curriculum that results in a firm grasp of mathematics content, but also to prepare students with the tools and skills they need for success later in life. Students will leave my classroom as experienced mathematical thinkers, problem-solvers, collaborators, and life-long learners who have confidence in their mathematical abilities and possess the skills necessary for successful, productive, and active contribution to 21st century society...
Click here to read the full version of my teaching philosophy, a statement about my role in the teaching and learning of mathematics and how these beliefs translate into my classroom environment.
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Mathematics Problem-Solving Activities"Learning to solve problems is the principal reason for studying mathematics." -- National Council of Supervisors of Mathematics
Exploring Polynomial Functions
Pre-Calculus: 11th - 12th grade The aim of this activity is for students to discover the rules for determining the end behavior of higher degree polynomial functions. Working collaboratively, they will use problem-solving skills and graphing calculators to help them make conjectures and draw conclusions about how the properties of leading coefficients affect the end behavior of polynomial functions of higher degree. The overall intent of the lesson is for pre-calculus students to be able to relate algebraic representations of polynomial functions to their graphs, as these concepts are extremely important later in pre-calculus and also in calculus. For the handouts that go along with this lesson, please see the pdf attachment below.
Maximizing Area: Fencing Problems Algebra 1: 8th - 9th grade The aim of this activity is for students to use problem-solving techniques to find the unknown dimensions of a rectangular garden when given its area and perimeter, and also to develop a method for maximizing the area of a rectangular dog fence with fixed perimeter. Students will work in pairs or groups of three with the opportunity to use string or graphing calculators to help them visualize and model the problem. My intent in providing students with possible strategies and manipulatives for solving the fencing problem is for them to choose how to effectively integrate these strategies to develop and explain their own method of problem-solving. This activity will also help students to apply their knowledge of writing and solving linear and quadratic equations in the context of real world applications, an important component of the Algebra I, Algebra II, and higher-level mathematics curricula. |
Mathematics Online
Many students struggle with word problems, especially in Calculus. See the following video for some tips on helping students to decipher these problems.