Welcome
A little about me
I come to Willingboro as a former Math Coach and Lead Teacher for middle school mathematics for an urban school district in New Jersey. I have an undergraduate degree in Mathematics (Oberlin College), a Masters Degree in Mathematics Education (Columbia University Teachers' College), and School Leader certification in PA and NJ. I have been a classroom teacher and mathematics coach for more than 30 years in New Jersey and Southeastern Pennsylvania, teaching pre-service teachers at the collegiate level, as well as elementary, middle, and high school mathematics (as well as elementary school English and science for some of those years.) I don't spend all my time on math, though. I enjoy performing in plays and concerts, as well as producing music and theatrical productions both in and out of school. I like to play and watch sports when the opportunities present themselves. When given the time, I also travel, read, and write. Currently, I live in NJ with my wife, and daughter as well as our Irish Setter and Golden Doodle.
It is my belief that all students can learn mathematics, but not all at the same pace or in the same way. It is, therefore, incumbent upon teachers to get to know each and every one of his or her students, how they learn best, and then find ways to deliver instruction to them in a way that is meaningful.
While the Common Core has come under fire for many reasons and from many angles, I believe that it is important to consider the history and the problems that it was designed to remedy. The most important consideration (in my opinion) was that we were graduating students from high school without the reading, writing, mathematical and learning-acquisition skills necessary to be competitive and productive citizens. One example is a former student of mine who went through his high school math and language honors courses with As and Bs all four years. Upon entering college, he was unable to pass the basic competency placement exams, and, as a result, had to spend an entire semester in remedial reading, writing, and mathematics courses before becoming eligible to take the more rigorous courses that were expected at the collegiate level. In other words, he had to invest time and money in college to complete high school level courses successfully because his high school coursework was not rigorous enough.
Our grade level assessments and State-mandated tests are designed to measure both acquired skills and level of understanding for each of our students to ensure success at both the college and career levels.
It is my belief that mathematics can be defined as the study of things that can be counted or measured and the relationships between them. There are only nine quantities that can be counted or measured:
It is my belief that all students can learn mathematics, but not all at the same pace or in the same way. It is, therefore, incumbent upon teachers to get to know each and every one of his or her students, how they learn best, and then find ways to deliver instruction to them in a way that is meaningful.
While the Common Core has come under fire for many reasons and from many angles, I believe that it is important to consider the history and the problems that it was designed to remedy. The most important consideration (in my opinion) was that we were graduating students from high school without the reading, writing, mathematical and learning-acquisition skills necessary to be competitive and productive citizens. One example is a former student of mine who went through his high school math and language honors courses with As and Bs all four years. Upon entering college, he was unable to pass the basic competency placement exams, and, as a result, had to spend an entire semester in remedial reading, writing, and mathematics courses before becoming eligible to take the more rigorous courses that were expected at the collegiate level. In other words, he had to invest time and money in college to complete high school level courses successfully because his high school coursework was not rigorous enough.
Our grade level assessments and State-mandated tests are designed to measure both acquired skills and level of understanding for each of our students to ensure success at both the college and career levels.
It is my belief that mathematics can be defined as the study of things that can be counted or measured and the relationships between them. There are only nine quantities that can be counted or measured:
- Discrete objects or events
- Length or distance
- Area
- Volume
- Weight (or mass)
- Time
- Money
- Temperature (Energy)
- Angle of Rotation
The task of the educator is to bring the young and the great together
John Jay Chapman |
If you are not modeling what you are teaching, then you are teaching something else.
Marcia L. Tate |