Math Topics by Dr Marrero

Faculty Professor Nova Southeastern University / Fischler College of Education and School of Criminal Justice. 2019-Present Teasley Middle School (Cherokee County School District) Hialeah Gardens Middle School (MDCPS), Hialeah Gardens, FL Florida Certification Examination Adjunct Instructor. Miami Dade County Public Schools. Office of Professional Development and Evaluation. Curriculum Support Specialist working at The Department of Mathematics and Science (MDCPS). Miami Dade College Teacher Mentor Florida International University Teacher Mentor

My teaching philosophy of mathematics has its origin in the idealism of Plato that considered mathematics the only universal constant. It is also nurtured with powerful ideas about the role of the teacher as a transformer finding ways to trigger students’ necessities to explore, to question, and to find answers to critical problems of the existence. Teaching mathematics is a call for the intellect to use its full potential expression through beautiful solutions. Mathematics can be taught with a passion and a profound belief in the capacity of the humans to create paths not seen before to discover things that have been here around us for a while waiting to be revealed by the extraordinary intellectual exercise of the logic of connections. Since the idealism method of teaching includes discussion, analysis, and synthetization, my teaching method is just a singularity of these three main components. The level of connectivity between different mathematics fields is the main core of my teaching style. Students inherit the skills to bridge different perspectives of the same problem. For example, after the integration of algebra ideas to the field of geometry, lines cannot be seen any more as a simple set of points defined by Euclid more than two thousand years ago, but as an algebraic expression combining the extraordinary creation of the coordinate system by Descartes. Students need to see all the wonders of a science that is the structural foundation of the rest of the scientific fields. As a result, mathematics education demands time from teachers to build a strong preparation in what it is known as a pedagogical-content knowledge PCK. This teaching framework has been my professional priority throughout my educator life. I strongly belief that students can only learn if they are supported by a teacher that can help them understand the complexity of the subject through passion, commitment to explore, to discuss, to analyze, and to solve. The actual curriculum is aligned with this philosophy. I am an advocate of the common core standards. For mathematics education cannot be better the way the standards were structured. Mathematics concepts, definitions, and fields are now together under a global design of connectivity which is the way I recommend the teaching of this subject. Additionally, to the same teaching framework I have added the technological component since the students that we are teaching in the 21st century belong to a unique generation of learners connected through advanced tools such as social media, computers, smartphones, tablets, and many others. As a teacher of what Marc Prensky called “Digital natives”, I have the crucial responsibility to deliver an effective education that can fully prepare the students to the challenges of this century.

Teacher of the year 2012-2013

Doctor of Education Nova Southeastern University, Davie, Fort Lauderdale, FL 2019 Educational Specialist, Mathematics Education Nova Southeastern University, Davie, Fort Lauderdale, FL 2016 Master of Science, Mathematics Education Nova Southeastern University, Davie, Fort Lauderdale, FL 2010 Bachelor of Science, Mathematics Education and Computer Programming Havana University, School of Education, Havana, Cuba

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