I Write. You Write.
The Expectation. Math instruction is provided through handwritten explanations of concepts, sample problems, and step-by-step reasoning. Student learning happens when you handwrite these same notes in real time ...working and thinking and making connections.
The Research. Handwriting in the mathematics classroom promotes a deeper understanding of concepts and procedures. Writing helps students extend their critical thinking abilities as well as the ability to link a new idea to relevant prior knowledge (e.g., Bicer, Capraro, & Capraro, 2013; Craig, 2011; Powell, 1997; Pugalee, 2004, 2001).
You Do. You Check.
The Expectation. Doing and understanding go hand-in-hand when learning math. By doing lots of problems and checking your work as you go, many things happen. You begin to understand how the ideas fit together. You get faster. You gain confidence. You make connections. You begin to critically think.
The Research. As noted in Effective Math Interventions (Codding, et al., 2017), "Students without basic fact fluency seem to be less able to grasp underlying math concepts, perform procedural computation tasks, solve word problems, or access higher-level math curricula (Fuchs, et al., 2006; Gersten et al., 1999; Jordan et al., 2003)."
You Do. We Check.
The Expectation. After you practice, you need to stretch your knowledge. At this stage, we summarize what you've learned by doing a Quiz Prep. These problems are a little different from your practice work. We go over these together and talk about how your new skills and new understandings are applied to the problems.
The Research. "According to Ruiz-Primo and Brookhart (2018), formative feedback is a support that goes beyond a written or oral comment and can take the form of a teaching-learning dialogue between teacher and student with the aim of advancing the learning process."
Smit, R., Bachmann, P., Dober, H., & Hess, K. (2024). Feedback levels and their interaction with the mathematical reasoning process. The Curriculum Journal, 35, 184–202. https://doi.org/10.1002/curj.221
You Do. I Check.
The Expectation. We complete the learning process for specific concepts and ideas by having The Quiz. At this point, you get the chance to "show what you know". These small assessments test your fluency (because they are timed), your knowledge of the processes, and your ability to explain the new concepts. I will grade your work providing specific feedback -- noting small errors and clearing up misunderstandings.
The Research. "Roos and Hamilton (2005) ... suggested that formative assessment in the form of feedback in mathematics can provide students the means to self-regulate and become more mindful and aware of what they have (or have not) learned. The main purpose in providing feedback to students should be to reduce the gap between current understandings and a desired learning goal (Hattie & Timperley, 2007)."
Small M, Lin A. Instructional Feedback in Mathematics. In: Lipnevich AA, Smith JK, eds. The Cambridge Handbook of Instructional Feedback. Cambridge Handbooks in Psychology. Cambridge University Press; 2018:169-190.
We design and implement teaching systems.
We embed structure. We create the entire learning environment, all the way down to the way the lessons are developed, so they are structured for students to acquire knowledge.
We synthesize skills and concepts. We pull concepts and skills together so that you get a complete understanding of the subject from the ground up -- we don't assume that you know things.
We organize curriculum to maximize learning. We analyze what needs to be taught, what skills students should already have, and where they will be using the knowledge. We use all of this information to create every lesson. This helps make sure students don't get lost, and it ensures that we teach deeply and thoroughly.
Mrs. Angela Patterson, B.S. M.Ed. Ed.S.
9 years to find my path and 24 years walking it. That is how I would describe my career. After my Bachelor's of Science in Mathematics from Jacksonville State University (AL), I was a general manager for Wendy's, a human resource representative, a benefits and payroll manager, a deployment manager for an ambulance service, and a scheduler/production planner for a manufacturing company. And then. I realized that I have always been a teacher. Completing my Master's Degree in Secondary Education got me started at North Cobb High School. From there to an alternative school in Texas, back home to Cass High School, and then an 8 year jaunt in the mountains at Fannin County High School. I completed my Education Specialist degree in Curriculum and Instruction, and now I'm back at Cass.
I'm excited to have you join me on this fun, sometimes challenging, journey of doing and teaching mathematics!
Angela Patterson
Site Structure Designer
Angela Patterson
Content Developer
Jenna Patterson
Graphic Designer
Angela Patterson
Founder, eduEngineers
