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The Inspiration for my Research

Since entering into the realm of mathematics teaching, I knew I was entering into a subject that children and adults all seemed to agree on their dislike about. I had no idea how to approach teaching mathematics at a middle school level but I was determined not to teach the way I had been taught. I had learned in school that there was only ever one acceptable way of solving a math problem. I would often get in trouble for finding the way that work best for me. I never wanted to be the teacher who only allowed one way of solving something. I began consuming everything I could to help me figure out how to do this.
Jo Boaler was one of my biggest inspirations. I first was introduced to her at the annual CMC Math Conference at Asilomar. She had us work through a growing pattern and figure out the mathematics behind that pattern. I had never viewed math this way before. Since that conference in 2016, I have attended every event she has been a part of. Her methods are based in brain science and actual classroom work with students of all ages.

For more about her background and awards, click on her picture. 
A link to her YouCubed website is also on the resources page.
Dan Meyer has also been a huge Inspiration in my career. I was first introduced to him at the Asilomar Math Conference when he presented his 3 Act Math Tasks. He introduced me to the concept of inquiry-based tasks and how they can be utilized to spark curiosity and creativity in students, even when they seem to have little interest in math.

​For more information on his background, click his picture.
​A direct link to his 3 act tasks is on the resources page.

Classroom Design

My classroom consisted of students seated in groups of four. Every chance I would get, I would have them converse and work with each other. Groups worked together on tasks, brainstormed responses to questions posed, and helped each other when one was stuck. As the teacher, I often acted as more of a guide or coach than a leader. I wanted students to do take on the mental load of the task. I rarely would answer a question with an answer, and instead who respond with a question in order to help them learn how to work through their struggles. Sometimes these questions were used as a way to guide students into a particular direction as well. Often, this infuriated them (and most often the accelerated students), but eventually they learned how to think through many of the road blocks they encountered and learn to also respect and ask their fellow classmates when they needed support. 
Link to my Master's Blog
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Research
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Design Process
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Support and Next Steps