I have had the honor of working for 6 years in two urban Los Angeles-area schools, teaching every math course from Algebra 1 Support through Calculus. I have also served as a BTSA Support Provider and as a member of leadership for the Engineering Academy. I have also been trained in the AP Calculus curriculum and presented on project-based learning at the California Mathematics Council Conference this year.
Our school operates under a project-based learning model, which empowers our students to make deeper mathematical connections while working on rich, meaningful mathematical tasks. We also integrate this type of connection-making and problem-solving into the every day classroom activities. Our students frequently collaborate inside and outside the classroom to work on rigorous problems and discuss the mathematics they are learning daily in class. I believe in holding individual students accountable for their learning while encouraging them to develop understanding through such rich discussions with their peers. These are possible through asking good questions, posing challenging yet scaffolded problems, and working towards a greater conceptual understanding of mathematics as a whole. That being said, procedural fluency is also extremely important and enables students to access the higher level concepts we are teaching. The activities I will post here reflect this balance between knowing "how to solve a problem" with developing the deeper conceptual understanding that backs the procedures.
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Bachelor's Degree in Mathematics from UC Berkeley Masters in Education (Secondary Mathematics) from UCLA
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