Easy Math Solution

I am a certified teacher in New Jersey, where I taught mathematics for almost ten years. I worked mostly in middle schools - both public and private - and my teaching load included Basic Skills, Pre-Algebra, Algebra I, Geometry, and Computer Science. This gave me given me the opportunity to interact with a diverse group of students and learning styles. I also have over ten years of experience of successfully helping students prepare for exams and standardized tests, reinforcing and clarifying course content in Middle School Math, Pre-Algebra, Algebra I and II, Geometry, Pre-Calculus, Calculus, and SAT Math. I am currently transitioning into a job in higher education where I am responsible for the continued development and operation of a master's program for mathematics teachers and serve as the project manager for an NSF-funded grant studying professional development of mathematics teachers in the context of using rubrics for formative assessment and student feedback.

I believe that my background as a middle school teacher offers a unique perspective as to what constitutes a well-balanced mathematics curriculum. I am able to recognize both where the students have come from and where they are going. Therefore, I understand the need for horizontal and vertical alignment, as well as the importance of maintaining a balance of computing and context. Students who spend the entire class period listening to the teacher do all of the talking are usually preoccupied with learning rules and procedures and struggle to extend previous knowledge to new situations. On the other hand, students who are given the opportunity to actively engage in discourse tend to develop abilities to adapt their thinking and methods to fit a range of contexts. Therefore, students should be expected to not only solve problems, but to also furnish proof or explanations for their work and reflect on the reasonableness of their answer. The ability to make connections between various kinds of mathematical knowledge also helps students to develop fluency since good number sense depends on both practices in specific techniques and wide mathematical experience.

I was a co-speaker at NCTM in April 2012 and have been accepted as a lead speaker for the 2013 conference in Denver.

Drexel University, Philadelphia, PA Master of Science in Mathematics Learning and Teaching Duke University, Durham, NC Bachelor of Arts in Art History, Graduation with Distinction

I feel that I am called to make a difference in education and extend my influence as far as possible. If there is something specific that you are looking for, let me know by and we can discuss creating custom materials.