TPHS math instructor finds success using mix of teaching methodsThe following article appeared in the November 27, 2002 edition of the Carmel Valley News/Del Mar Village Voice and the December 5, 2002 edition of the Rancho Santa Fe Review.
TPHS math instructor finds success using mix of teaching methods
By Harry Brooks
In Abby Brown’s math classes at Torrey Pines High School, students often take the role of teachers in broadening each other’s approaches to problem solving.
Brown’s cooperative learning method requires students to team as two- or three-member partners for attacking algebra or calculus problems from four different perspectives and conveying their methods, plus results, in class presentations.
In the school’s rolling-block system for class scheduling, Brown’s math classes run two hours in each of three days during the school week.
That gives her time flexibility in a single class period to mix a traditional approach to math instruction — blackboard instruction, homework assignments, tests and quizzes — with student-designed presentations.
"The students get a hands-on learning experience through their presentations, and the rest of the class is also learning from their peers," Brown said.
Her calculus classes for juniors and seniors are conducted through a joint program with San Diego State University to give high-achieving math students a jump-start on their college education. The students, who qualify by passing advance-placement testing, enroll with the SDSU Extension program and receive college credit for completing the calculus courses.
Conversely, Brown’s basic algebra classes are standard fare for freshmen and sophomores.
But in both settings, student presentations have proven successful in boosting comfort and competency in mathematics for many of her pupils, said Brown, 28, who returned to teach at her alma mater three years ago after graduating with honors from Torrey Pines in 1992.
"It’s my hope that the kids tap into at least one of the things I do in class," Brown said, referring to the mix of traditional and unique alternative methods she employs to deliver instruction.
They include extensive use of her Web site, www.abbymath.com, which provides an array of information about her classes and teaching techniques, plus math puzzles and problems for students to solve. The site also contains numerous links, including one to a chat forum for exchanges through instant-messenger e-mail communications.
Students who are struggling with math concepts can tap into the chat link to seek immediate help. Also, students can set up on-line, group study sessions before tests with Brown often entering the exchanges to provide guidance.
The Web site also helps student partners prepare for their class presentations, which are aimed at providing understanding of mathematical relationships and solutions from four different perspectives:
Symbolically: using variables and standard mathematical operations and symbols by writing equations and using traditional algebraic techniques.
Graphically: expressing problem situations or solutions through pictures, diagrams and graphs —drawing conclusions from the images.
Numerically: analyzing data tables, working with calculator solutions, solving problems by using "guess and check" methods or employing approximation techniques.
Verbally: articulating the understanding of the problem through applications, verbal explanation or other creative demonstrations.
Students in the audience use a special form to critique the presentations, which are video taped. The student partners who delivered the presentation view the taped version the next class session and make written evaluations of their effort's effectiveness.
Brown, a seven-year high school math teacher, said the evaluation exercise helps students improve their presentations throughout the school year. The critiques also effectively answer the question many presenters ask: "How do you talk about math in front of other people?"
Brown started developing her student-presentation format while working on a research project at Claremont Graduate University, where she earned her master's degree in mathematics in 1997.
She introduced the student presentations as a daily feature of her classes during the 1999-2000 school year. The active-participation innovation has received national notice, especially after being publicized by the makers of Mathematica software, which is used by students to decipher problems and create visual aids for presentations.
Brown, who earned her bachelor’s degree from Harvey Mudd College, has been invited to deliver an address about her student-presentation method at an April conference of the National Council of Teachers in Mathematics. She also will conduct a workshop on the topic during the conference in San Antonio.
© Carmel Valley News
Del Mar Village Voice
Rancho Santa Fe Review
(Reprinted with permission.)
The following article appeared in the April 4, 2003 edition of the Carmel Valley News/Del Mar Village Voice.
© Carmel Valley News
Del Mar Village Voice
Rancho Santa Fe Review
(Reprinted with permission.)