My interest has always been in the teaching of mathematics, and how we learn and apply the tools of the subject. It has been interesting to observe and participate in the evolution of the pedagogy. In many ways the pedagogy has changed, and in some ways it has remained the same.
I started mathematics teaching in junior high school. I have taught junior high school, middle-school mathematics, high school mathematics, and freshman and sophomore college mathematics. Several mathematics subjects have been taught, including 7-9th grade general mathematics, algebra I, algebra II, pre-calculus, calculus, informal geometry, introductory or first-year statistics, mathematical methods. It has been interesting to see the emphases change in the algebras and statistics.
My current interests center around algebra, statistics, and international education. Functions, patterns, probability, binomial events, inferential statistics, and curriculum development hold particular interest to me. The history of mathematics and the approaches of diverse cultures to that subject are fascinating.
In tutoring, it is important to learn how each student learns and digests mathematics. It is exciting to find a student's modality (i.e. auditory, kinesthetic, and visual). When the modality is determined, then activities are developed around how the student learns. The modality is considered when explanations are given. My approaches can be described as a facilitator and having the student discover the major ideas.
Traditionally, there are junctures at which students encounter difficulty. The first juncture can occur at the fourth grade, and may continue to impact a student's career
through high school or freshman-year college. In tutoring, most weaknesses can be attributed to the 5 major junctures.
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