Teaching Philosophy
I believe intelligence is malleable (incremental view), and multidimensional (Gardner’s Theory). I also believe knowledge is socially constructed in interactions between the teachers, students, and the material, and my role is to meet the students where they are and stretch their cognitive abilities by providing appropriate scaffolding (Vygotsky).
I place extreme importance on students developing positive dispositions towards mathematics, articulating their mathematical thinking and reasoning in correct academic language with appropriate mathematical vocabulary, understanding the application of mathematics to the real-world outside of the classroom and directly to their lives, and cultivating the habits of mind of professionals in mathematics and related fields.
I have high expectations for all my students, encourage a classroom culture of cooperation and sharing of ideas, and students helping each other to learn. In my class students feel safe and secure to voice their opinions, ask questions, and interact without fear of laughter, ridicule, or shame. Incorrect answers are viewed as learning opportunities for the entire class. Struggling and making mistakes, and seeing why they are mistakes, are an essential part of the learning process for all students.
In teaching Mathematics, the content I teach is based to address the standards (California State Standards, Common Core State Standards, and the ELD Standards), and the instructional methodologies I use are based on sound research. The instructional methodology could be Direct Instruction, Cooperative learning, or Project-based learning. I believe there should be an appropriate mix of Factual, Procedural, Conceptual, and Relational Knowledge. The following topic plan for solving quadratic equations by graphing shows the various types of knowledge learning incorporated in the lesson. All activities are based on the standards. The standards are listed on the top of the first page.
I place extreme importance on students developing positive dispositions towards mathematics, articulating their mathematical thinking and reasoning in correct academic language with appropriate mathematical vocabulary, understanding the application of mathematics to the real-world outside of the classroom and directly to their lives, and cultivating the habits of mind of professionals in mathematics and related fields.
I have high expectations for all my students, encourage a classroom culture of cooperation and sharing of ideas, and students helping each other to learn. In my class students feel safe and secure to voice their opinions, ask questions, and interact without fear of laughter, ridicule, or shame. Incorrect answers are viewed as learning opportunities for the entire class. Struggling and making mistakes, and seeing why they are mistakes, are an essential part of the learning process for all students.
In teaching Mathematics, the content I teach is based to address the standards (California State Standards, Common Core State Standards, and the ELD Standards), and the instructional methodologies I use are based on sound research. The instructional methodology could be Direct Instruction, Cooperative learning, or Project-based learning. I believe there should be an appropriate mix of Factual, Procedural, Conceptual, and Relational Knowledge. The following topic plan for solving quadratic equations by graphing shows the various types of knowledge learning incorporated in the lesson. All activities are based on the standards. The standards are listed on the top of the first page.
topic_plan_solving_quadratic_equations_by_graphing.pdf | |
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