I am taking on students as a professional math coach. My mission as a coach is to empower you to learn math.
I’m excited about working with anyone who is driven to learn mathematics. Fundamentally, mathematics learning is something the learner does. Learning math means struggling with difficult problems. It means getting stuck and continuing to struggle. It means getting frustrated and walking away from a problem for a bit, and then coming back to it later. It means getting confused and then working your way gradually toward understanding. And for over half of you who have been negatively impacted by math class, it means dealing with layer after layer of emotional baggage.
I’m taking on students who are willing to create goals for themselves and who are willing to put in work to reach those goals. I’ll help you create those goals, help you hold yourself accountable to those goals, point you in the direction of the right resource at the right moment, answer questions about the ideas, and help keep you in a continual state of productive struggle. Productive struggle is the key to growing your mathematical knowledge.
Depending on their mastery level and goals, my students use one of three software options:
- McGraw Hill’s ALEKS allows students (including adults!) to study, catch-up, review, or re-learn standard curriculum from middle/high school.
- Art of Problem Solving’s Alcumus allows students to dive in to truly challenging problems at the middle and high school level.
- Art of Problem Solving’s Beast Academy (coming in early 2018) is for 2nd-5th graders to dive My students (including adults!) who are looking to study, catch-up, review, or re-learn standard curriculum from middle/high school use a software called ALEKS to intelligently choose problems and keep track of learning progress. My students who are looking for extra challenge at the middle and high school level use a software called Alcumus to intelligently choose problems and keep track of learning progress. In either case, students choose a Target Mastery Date and then create Weekly Progress Goals accordingly.
If you’d like to be my student, I ask that you:
- Ask questions when you are befuzzled about mathematical ideas or unclear on my expectations
- Be responsive to e-mail communication
- Meet your Weekly Progress Goals
- Submit two weekly reflections
- A Math Concept Reflection in which you are asked to identify topics that are feeling particularly challenging and ask questions about those topics, and
- A Progress Reflection in which you are asked to report on your progress in relation to your Weekly Progress Goals. If you don’t meet your progress goals, your reflection should either express a commitment to catching up by the following week or suggest an appropriate re-structuring of upcoming progress goals.
As your coach, I will:
- Respond to Weekly Reflections promptly with some combination of suggestions, feedback, answers, questions, and encouragement
- Do my best to be responsive to e-mail communication
- Help you set goals for yourself and help you hold yourself accountable to your goals
- Help you stay in the Zone of Proximal Development that is key to growth
- Help you crystallize the mathematical concepts
- Help you by providing appropriate outside resources to guide your understanding
- Arrange brief phone calls as appropriate
- Provide 1 hour of one-on-one tutoring per week, on campus at UW (2-6pm, M-Th)
This is an evidence-based learning model. Creating goals and striving for them is known to increase student achievement. And both the feedback from the software and the feedback I provide will consistently emphasize Growth Mindsets. You can read more about my thoughts on math pedagogy here.