I bring mathematics to life and encourage my students to love the content as much as I do. Mathematics enhances problem-solving skills, promotes a strong work ethic, and develops mental endurance. It’s everywhere, from baseball data analysis to air traffic navigations. Mathematics is the only absolute truth that exists. Through a cheerful and respected atmosphere, my students will understand, and grow socially and academically.
I incorporate hands on learning and apply problem solving based lesson plans to allow students to develop theories and experiment solutions to find the best answer. With real-life applications, students can perceive the world using a mathematics lens, discovering ways to express their logic-driven steps, turning numbers into words (one of the most difficult skills to develop). For example, I have used the ratio of M&M colors in fun-sized bags to teach probability. Because of these intricate lessons, I have to teach more than just math.
I teach many math lessons with an interdisciplinary mindset, integrating science, history, and literacy in order to keep my students engaged and enthusiastic. I incorporate vocabulary, information, and reflective strategies in my lesson plans to encourage my students to view math as an intricate, overlapping subject. Content enhancement routines deliberately filtered into my lesson plans, which organize content and facilitate understanding through graphic organizers, tables, and charts, demonstrate to students how to perceive the topics of mathematics as a single, cohesive, topic in and out of the classroom.
I apply inquiry-based lessons and encourage students to construct their own knowledge, guaranteeing conceptual understanding. Often, I create dynamic, interactive lessons using technology, allowing students to discover relationships with applications like Mathematica and Geogebra. For example, students experiment with the coefficients of a quadratic equation on Geogebra, and they observe a graph shift and stretch, notice the y-values at the x-intercept change, and find patterns within the values of the determinants, all on one screen.
Knowledge is the purpose of existence, so I want to instill a passion for life-long learning in all of my students. Being a teacher is about making students reach their potential, praising them for reaching it, and not giving up on them when they need encouragement most. As a teacher and a role model, I encourage failure and applaud new experiences. I reassure students not to concern themselves with being wrong, but instead, participate and take charge of their own learning. My students step away from negativity, fear, and comfort in the pursuit of knowledge.
I incorporate hands on learning and apply problem solving based lesson plans to allow students to develop theories and experiment solutions to find the best answer. With real-life applications, students can perceive the world using a mathematics lens, discovering ways to express their logic-driven steps, turning numbers into words (one of the most difficult skills to develop). For example, I have used the ratio of M&M colors in fun-sized bags to teach probability. Because of these intricate lessons, I have to teach more than just math.
I teach many math lessons with an interdisciplinary mindset, integrating science, history, and literacy in order to keep my students engaged and enthusiastic. I incorporate vocabulary, information, and reflective strategies in my lesson plans to encourage my students to view math as an intricate, overlapping subject. Content enhancement routines deliberately filtered into my lesson plans, which organize content and facilitate understanding through graphic organizers, tables, and charts, demonstrate to students how to perceive the topics of mathematics as a single, cohesive, topic in and out of the classroom.
I apply inquiry-based lessons and encourage students to construct their own knowledge, guaranteeing conceptual understanding. Often, I create dynamic, interactive lessons using technology, allowing students to discover relationships with applications like Mathematica and Geogebra. For example, students experiment with the coefficients of a quadratic equation on Geogebra, and they observe a graph shift and stretch, notice the y-values at the x-intercept change, and find patterns within the values of the determinants, all on one screen.
Knowledge is the purpose of existence, so I want to instill a passion for life-long learning in all of my students. Being a teacher is about making students reach their potential, praising them for reaching it, and not giving up on them when they need encouragement most. As a teacher and a role model, I encourage failure and applaud new experiences. I reassure students not to concern themselves with being wrong, but instead, participate and take charge of their own learning. My students step away from negativity, fear, and comfort in the pursuit of knowledge.