HSA-CED.A
Create equations that describe numbers or relationships.

HSA-CED.A.1
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

HSA-CED.A.2
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

HSA-CED.A.3
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

HSA-CED.A.4
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.  

HSN-Q.A
Reason quantitatively and use units to solve problems.

HSN-Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

HSN-Q.A.2
Define appropriate quantities for the purpose of descriptive modeling.

HSN-Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

HSA-REI.A
Understand solving equations as a process of reasoning and explain the reasoning.

HSA-REI.A.1
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

HSA-REI.A.2
Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

HSA-REI.B
Solve equations and inequalities in one variable.

HSA-REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

HSA-SSE.A
Interpret the structure of expressions.

HSA-SSE.A.1
Interpret expressions that represent a quantity in terms of its context.

HSA-SSE.A.1.a
Interpret parts of an expression, such as terms, factors, and coefficients.

HSA-SSE.A.1.b
Interpret complicated expressions by viewing one or more of their parts as a single entity. 

HSA-SSE.A.2
Use the structure of an expression to identify ways to rewrite it.

HSA-SSE.B
Write expressions in equivalent forms to solve problems.

HSA-SSE.B.3
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

HSA-REI.D
Represent and solve equations and inequalities graphically.

HSA-REI.D.10
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

HSA-REI.C
Solve systems of equations.

HSA-REI.C.5
Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

HSA-REI.C.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

Professional Experience:
I have been a math tutor for over 12 years and have worked with students from ages 5-25 in small group and academic settings including serving as a primary teacher for home educated learners. I have received training and tutoring certification/awards from nationally recognized organizations. I was a group supplemental instruction leader for math at the collegiate level for four years at ETSU including working with dual enrolled and accelerated learners. I have taught and tutored math up to a graduate level in algebra, geometry, probability, and quantitative reasoning. 
Academic Experience: 
Constructivism and Mathematics, Science, and Technology Education
	This graduate level online course for educators used practical examples and empirical research to connect the educational philosophy of constructivism to best practices in STEM education and demonstrated online teaching strategies for this endeavor. It highlighted the power of solving problems through building and applying understandings rather than rote processes which influences the problem-centered curriculum This class also addressed common misconceptions or alternative schemas students develop for math and science prior to instruction and provided ideas for experiments and explorations to adjust these conceptions. 
Math 1410 Numbers, Concepts, and Algebra for Math Teachers
      This in-person semester long coursed prepared students to teach common core mathematics to students in grades kindergarten through eight including early access to algebra. It included practical teaching experience, ensuring the personal math conceptual fluency of each educator, and demonstrating expertise on the Praxis math exam for educators. 
Math 1420: Logic, Problems, and Geometry for Math Teachers
      This in-person semester long course prepared teacher candidates to teach common core mathematics to students in grades kindergarten through eighth including advanced ideas of logic, problem solving, and geometry using a constructivist lens. 

Homework Offered
Students will complete one mathematical modeling project in the last week of class. 
0 - 1 hours per week outside of class
Assessments Offered
Learners will receive individual written progress updates. 
Grades Offered

The scope and sequence of this course is based on the open source Illustrative Mathematics curriculum and has been adapted for 2e, neurodiverse, and home-based learners. Illustrated Mathematics is licensed under a creative commons attribution license: https://creativecommons.org/licenses/by/4.0/
Pedagological Resources:
Gravemeijer, K. (2020). A socio-constructivist elaboration of realistic mathematics education. In National reflections on the Netherlands didactics of mathematics (pp. 217-233). Springer, Cham.
Vintere, A. (2018). A constructivist approach to the teaching of mathematics to boost competences needed for sustainable development. Rural Sustainability Research, 39(334), 1-7.
Briscoe, L., & Van Kesteren, J. (2018). THE ART OF MATH. Gazette-Ontario Association for Mathematics, 57(2), 21-24.