Doctor M

 (32)
United States - Indiana - Lafayette
Doctor M
3.9
16 votes
"If you can't solve a problem, then there is an easier problem you can solve: find it. - George Polya".
 
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On this 2-page worksheet, students will be asked to complete a number of 2-column triangle congruence proofs. All statements are provided; students will provide reasons. This worksheet serves as an excellent review of the 4 basic triangle
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A complete list of the propositions proven about circles in a typical high school geometry course. Each result is stated and illustrated. The information is displayed in table form. A total of 26 propositions are given. Among them: Central angles
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A formula sheet suitable for use in a precalculus class. Formula included: Pythagorean Identities Sum and Difference Formulas Double-Angle Formulas Half-Angle Formulas Power-Reduction Formulas Product-to-Sum Formulas Sum-to-Product Formulas Law of
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Students are given three triangles - one acute, one obtuse and one right - and are asked to cut them out. They are then asked to fold in the vertices to a point marked on a side. The sum of the three angles will then appear straight, and students
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I took down most of my previous uploads. They were chapters of a course named "Common Core Geometry". I've become skeptical of the CC standards for geometry. High school students don't do well with the attempt to inject rigid transformation into
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TEACHING EXPERIENCE

I spent a decade as a teacher at colleges and universities in Central and North Indiana. These include Purdue University, Notre Dame and Wabash University. In 2005 the opportunity arose to enter secondary education and become a high school mathematics instructor. My undergraduate major was in mathematics. (Indeed I graduated with over 40 semester hours of mathematics; my G.P.A was a 4.0.) I jumped at the opportunity and since have specialized in geometry. I teach both Honors and College Prep geometry courses.

MY TEACHING STYLE

My method is Socratic. By a process of question and answer, I lead students to construct for themselves the knowledge that I wish them to acquire. My lesson plans reflect this pedagogical philosophy. They systematically lead students to draw those conclusions that constitute the content of the day's lesson. Thus my lesson plans are interactive. The teacher does lead, but they are designed so that the students participate in the solution of all problems and the construction of all proofs.

HONORS/AWARDS/SHINING TEACHER MOMENT

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MY OWN EDUCATIONAL HISTORY

B.S. in Mathematics, Summa Cum Laude, Middle Tennessee State University (1990) Ph. D. in Logic and Philosophy of Language, High Pass, Purdue University (1998)

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