I studied secondary education - mathematics at Northern Arizona University (NAU) for my bachelor's. As an undergraduate math and statistics tutor also, I had several recurring 1:1 and drop-in group sessions. I tutored subjects including college algebra, pre-calculus, quantitative reasoning, calculus 1 and 2, and statistics.
I then got my master's in math education from NAU. I taught quantitative reasoning and pre-calculus courses during that time as a graduate teaching assistant (GTA)....
I studied secondary education - mathematics at Northern Arizona University (NAU) for my bachelor's. As an undergraduate math and statistics tutor also, I had several recurring 1:1 and drop-in group sessions. I tutored subjects including college algebra, pre-calculus, quantitative reasoning, calculus 1 and 2, and statistics.
I then got my master's in math education from NAU. I taught quantitative reasoning and pre-calculus courses during that time as a graduate teaching assistant (GTA). Those classes were hybrid with lecture and then more time in a computer lab with tutors and GTAs available. My teaching style involved plenty of back and forth between lecturing, students working in groups, and then all talking about solutions and thinking processes. It is always important to try and get students to talk about math, so that I can better identify where there may have been misconceptions and build on their own understandings.
After college I worked as a substitute teacher, where I primarily taught math classes, and had two long term assignments, one for high school math and one for 8th grade math and science. I also helped at an after-school tutoring center, as well as tutored two students privately for a few years throughout their high school math classes. I also taught a statistics course during that time, which was a dual credit program for high schoolers earning credit for San Diego Mesa College. Online tools were useful for statistics concepts, such as tools that created many samples to learn the Mean Value Theorem, also we needed to switch to remote learning halfway through.
I then taught my own high school integrated math and computer science courses (AP, and introductory). The integrated math courses were integrated math 1 and 2, which were different combinations of math topics. Again, I encouraged plenty of group work and students learning the topics by doing problems, then collaborating to fine tune understandings. Keeping students as active participants in their math learning is so important.
