I have taught for 7 years, 4 of which I have taught Pre-Calculus in an urban Title I school setting. I have also taught every other math course at the high school level.
Mathematics developed historically through the act of investigating problems while conferring with knowledgeable others. Historical developments shine light on the same difficulties students have as they learn mathematics. We can mimic the mathematical arguments made historically by embedding mathematics in concrete novel situations before shifting to settings that are more abstract. Student engagement with well-designed task allows students to explore productive ways of thinking as they confront their own problematic conceptions of previously learned content while learning new content. Students attempt to model generalized quantitative relationships as they investigate patterns, make conjectures, test conjectures, and refine their models. Creating generalizations requires strengths in communication, creativity, inquiry, reasoning, critical thinking, and reflective abstraction. When learning mathematics requires various traits to be successful it allows the subject to be more inclusive, and creates a classroom community where all student input is valued.
Presented at Georgia Mathematics Conference. Session was on using a speed trap scenario that allowed students to gain conceptual understanding of the tangent, cotangent, secant, and cosecant functions.
BSEd Mathematics Education University of Georgia (2011) MEd Mathematics Education University of Georgia (2018) I am currently taking courses for my PhD in Mathematics Education at the University of Georgia
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