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Meet the Author!
Meet the Author!
Hi! My name is Marissa Calderon. I am a sophomore Mathematics Secondary Education major who is stuck between teaching 8th grade Algebra and Special Education. I grew up in Beverly, New Jersey with my brother who has autism (why I'm thinking about Special Ed) where, by the time I got to high school, I was one of the few white people riding my bus to school and got to experience people of different races interact with each other and bond. Because of this, I am determined to do my best in bringing an anti-racist education and environment to my classroom.
This is probably the most elaborate article in my list. The author explains anti-racist education to be a process and action which requires self-reflection. Towards the bottom of the article is a list of links of 5 ways to go through a journey towards racial equity in your classroom and others. The remainder of the article talks about how anti-racist education is an important part of the community the author is writing from. I hope to give all of my future students a chance to participate and excel in our envirnment.
Ex: Reflecting on which students you’ve called on during class the most.
(BTW, my best friend is in this photo :D)
This article explains that restorative justice is not objective. It is a lifestyle that needs to be used every day in all good and bad moments. A video is provided towards the top of the video providing an example of how to practice restorative justice. Below the video is a list of ways schools build a culture of restorative justice and a second list of how to use it in a negative scenario. At the end of the article, another example is provided with a dialogue from a school in Australia. I hope to use this in future classrooms by trying to understand the perspective of all students involved in whatever issue.
Ex: If a student is bullying, discuss with them why they are bullying and bring in the victim to ask how they feel when they are bullied for the student that is bullying to have insight.
Inquiry and Problem - Based Education
This article defines inquiry-based education and lists some of its characteristics, providing explanations for each characteristic. Afterwards, the author provides a brief suggestion for mathematics teachers to apply mathematics to the real world using “guided inquiries'' to make the subject more understandable for students. Then they provide tips on how teachers can/should use inquiry-based learning in their classroom. The last few paragraphs educate teachers “how to question” their students to get the best results. I hope to utilize this in future classrooms by asking particular questions that will get students thinking not just about numbers but about the logic behind it.
Ex: How can we measure a building?
This article turns out to be a “unit” summarized via a table of contents at the top of the site. First, there is an explanation of why math is important, followed by problems that are found in math classrooms (besides math problems). Then an experiment is given to provide the experience of math problems being solved possibly with or without problem-based learning. The author then goes on to explain what problem-based learning is and everyone’s role in the classroom regarding this culture. Afterwards they explain why problem-based learning is beneficial to classrooms. At least one way I hope to use this strategy by setting up models for students to start with and allowing them to finish it.
Ex: Making a business with x amount of money.
In this link, the video likely speaks more volumes than the article. It is about the experience of a young college student who had the rare experience of learning via inquiry-based learning and explains what her experience was like. The article gives a definition of IBL as an “adventure in mathematical discovery”. Towards the end of the article, it is stated that very few teachers have the resources to use this learning method and that it took $3 million to get this professor to use it. I hope to use this by asking questions that allow students to analyze and therefore understand what something truly is in math.
Ex: What do certain graphs tell us?
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