SUNY Albany, NY (Math Education)
Cal Poly - SLO (Master's)
I am a recently retired math instructor with the status of full professor from a community college in CA. Having primarily worked with developmental math students, ages 6-65, I used to wonder why some students "got it" while others did not. This concern prompted me to study research brain theory and learning styles. What I discovered opened a useful and successful teaching method for connecting with math students at every level. I like to determine a student's preferred style of learning (defined as: how and why students perceive, store, retrieve, process, and communicate information the way that they do) before I focus on concepts of math. My lessons for arithmetic, prealgebra, and beginning and intermediate algebra students begin by connecting with their world. (WHY?) Next I demonstrate what they are to do. (WHAT?) Now I give them an opportunity to try it. (HOW?) Then we apply it and adapt it. (WHAT IF?) This technique encourages students, helps them to gain confidence, and logically connects concepts that will be required when they progress to their next level of study.
Many students are "math anxious"; therefore, I start at the beginning and build each lesson with an upward spiraling approach using a lot of repetition. In addition, I incorporate necessary study skills on a regular basis. When students see something they recognize they relax and are more willing to stretch and grow from there. My goal is to help students who don't "get it" break down barriers. Learning math can be fun and exciting. Helping them turn fears and apprehension into skills for living and learning is truly rewarding to them, and to me as well. I am a recently retired math instructor with the status of full professor from a community college in CA. Having primarily worked with developmental math students, ages 6-65, I used to wonder why some students "got it" while others did not. This concern prompted me to study research brain theory and learning styles. What I discovered opened a
Beth establishes the tutorial relationship by determining your "learning style", which tells her how to adequately teach you. She breaks down the concepts, and provides easy to understand tips. She's awesome, and has helped me greatly improve my grade!
She was very understanding, patient and really cares about the children that she tutors. A wonderful person.
She is a wonderful tutor! She explained the lesson's very well and made them easy to remember and understand. I truly enjoyed her method of teaching and I feel she's a valuable educator. Thank you for always being available.
I knew right off, that Beth was the tutor for my child when I read her work and teaching history. She nailed it when she referred of how a student "gets it". Everyone learns a different way and if the teacher or tutor recognizes that and builds the lessons around a students learning style, they are bound to succeed. I would happily refer Beth to anyone.
Beth began with understanding my daughters learning style and from there was able to teach Algebra, organization skills and goalsetting. She was quick able to figure out where my daughter needed help. I highly recommend Beth. She has really made a difference in my daughters life. In fact, on my daughters first Algebra test she scored an 86%.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
Students will be able to:
1. Apply the rules of signed numbers, the order of operations agreement, and the rules for evaluating and simplifying algebraic expressions in order to have the basic skills necessary for successful completion of the other topics in this course.
2. Solve first degree equations and inequalities in one variable in order to solve problems that can be modeled by these types of relationships.
3. Plot points and graph linear equations on a rectangular coordinate system in order to use these skills to solve related problems in this and related courses.
4. Determine the equation of a given line in order to solve application problems in this and related courses.
5. Demonstrate the ability to recognize, evaluate and simplify polynomial expressions and to use factoring to solve quadratic equations.
Before retiring I taught Beginning and Intermediate Algebra (in a classroom) over 100 times.
I have current lesson plans, practice materials, quizzes and tests and study-skill information that will be helpful to students.
I use an individualized interactive student-centered approach to my teaching. Each student's level, ability, strengths and weaknesses are evaluated before we begin. Goals are agreed upon and lessons are prepared to personally accommodate each student. This has been a successful approach for teaching large groups as well as one-on-one.
I have taught and tutored foundational math to children and adults for over 35 years.
Students will be able to:
1. use arithmetic skills, estimation, and a scientific calculator competently and
efficiently to add, subtract, multiply, and divide whole numbers, fractions, decimals, percents, integers, and denominate numbers.
2. calculate the prime factorization, the least common multiple, and the greatest common factor.
3. simplify numerical and algebraic expressions involving more than one set of grouping symbols and operations.
4. evaluate algebraic expressions and formulas from given values.
5. solve examples using some basic geometric concepts.
6. use exponent rules in multiplication and division.
7. use inverse operations to solve two-step equations.
8. translate a basic verbal problem into an equation and solve to a reasonable conclusion.
9. solve problems involving converting units of measure.
I am a retired math teacher with a variety of materials and methods at my disposal. I have also researched and taught study skills on various levels and have many useful/proven suggestions that I can incorporate into my lessons and practice worksheets. In addition, I have developed a program for other teachers to use when presenting study skills individually or as a course.