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Mr. Peters’ Classroom Edit display name

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My students are mostly 10th and 11th grade geometry and trigonometry students. We are a small school in New York City, where many of my students come from families of modest means. Since we are small, we are able to give our students personal attention and nurture their growth. Many of my students struggle with learning, and some of my students are challenging to motivate. Since my students struggle with literacy, we do not use textbooks. In order to nurture learning and and maximize engagement, we learn by doing and asking questions about what we observe. In class, we work through problems collaboratively. We design math models out of art supplies and then use our models to talk about mathematical patterns. We practice hard so we can build up our skills and knowledge. We work so we can realize that math is not a set of problems to be solved but a way of thinking that we can carry with us through our lives.

About my class

My students are mostly 10th and 11th grade geometry and trigonometry students. We are a small school in New York City, where many of my students come from families of modest means. Since we are small, we are able to give our students personal attention and nurture their growth. Many of my students struggle with learning, and some of my students are challenging to motivate. Since my students struggle with literacy, we do not use textbooks. In order to nurture learning and and maximize engagement, we learn by doing and asking questions about what we observe. In class, we work through problems collaboratively. We design math models out of art supplies and then use our models to talk about mathematical patterns. We practice hard so we can build up our skills and knowledge. We work so we can realize that math is not a set of problems to be solved but a way of thinking that we can carry with us through our lives.

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About my class

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