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These problem tasks have been written to supplement the enVisionMATH "pose the problem" portion of the lesson. While some of the curriculum's "pose the problems" tend towards teacher-directed instruction, these problems present the same concepts in

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These problem tasks have been written to supplement the enVisionMATH "pose the problem" portion of the lesson. While some of the curriculum's "pose the problems" tend towards teacher-directed instruction, these problems present the same concepts in

Subjects:

Grades:

Types:

These problem tasks have been written to supplement the enVisionMATH "pose the problem" portion of the lesson. While some of the curriculum's "pose the problems" tend towards teacher-directed instruction, these problems present the same concepts in

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CCSS:

These problems have been written to supplement the enVisionMATH "pose the problem" portion of the lesson. While some of the curriculum's "pose the problems" tend towards teacher-directed instruction, these problems present the same concepts in a

Subjects:

Grades:

Types:

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TEACHING EXPERIENCE

I have been a first grade teacher for 10 years. I taught for 2 years in NYC and have spent that last 8 years in districts near Seattle, WA.

MY TEACHING STYLE

I believe in problem solving based mathematics. I teach math daily through a problem solving approach where students learn to be flexible with strategies, are brave with attempting new ways to solve problems, share their thinking with each other, and question the thinking of their peers. Mistakes are celebrated in my classroom as we learn and grow together while making sense of math.

HONORS/AWARDS/SHINING TEACHER MOMENT

National Board Certified Teacher

MY OWN EDUCATIONAL HISTORY

BS in Psychology from Fordham University MSEd in Childhood Special Education, Grades 1-6 from Fordham University

ADDITIONAL BIOGRAPHICAL INFORMATION

Yet to be added