Ms. Jean Dugan

Math is a joyful subject. It should be taught that way!

I truly believe that every student can find joy and feel successful in math class. The problem solving skills and habits of mind they develop transcend subjects and contribute to the growth of the whole person.

My teaching practice begins with relationship. Students need to know that their teacher likes them and will help them make progress. I cannot overstate how much courage it takes to be an active student. They put themselves out there in front of classmates, when peer relationships are of the utmost importance in a teenager's life. What if they give the “wrong” answer? What if they look dumb? Everyone must take risks and be willing to fail in order to make progress. It is the teacher's responsibility to build a safe learning environment where students are eager to take academic risks and are ready to support each other. Community is key. Every minute spent building a healthy learning community pays off exponentially in the long run.

Students should be active and engaged in math class. I teach with a problem based approach. Students tackle a problem first before the teacher “teaches” them how to do it. The entire role of teacher is flipped on its head. Teachers are facilitators, observing and spotlighting student approaches, which become the basis of the synthesis. The 5 Practices for Orchestrating Productive Mathematics Discussions (Smith and Stein) are evident in my approach. Goodbye, “I do, we do, you do.” Hello, student-generated mathematical approaches.

Learning is a social process. My students have multiple opportunities to think alone, share their thoughts with a partner or group, and build on each others' ideas. I implement strategies from Building Thinking Classrooms (Liljedahl) such as standing white boards and publicly randomized groupings. These techniques help build a strong learning community where everyone actively contributes. Students have more fun in math class when they are the ones doing. They also learn more. Teachers should talk less so that students talk more.

Learning is stronger when we can process information in multisensory ways. I was a dance instructor for over twenty years and continue to use movement as a vehicle for academic learning. Students in my class will experience songs, chants, moves, visuals, manipulatives, and drawing. I'm always looking for more ways to increase access, improve understanding and memory, and infuse joyful experiences into my math classroom.

I guide my students to be problem solvers, critical thinkers, reflective learners, good communicators, and supportive classmates. I am passionate about providing the space and experiences for all students to ask questions and construct a deep understanding of mathematics through hands-on experiences and problem-solving. I aspire for students to develop positive mathematical mindsets, to embrace risks and failure as the way to grow, and to be lifelong learners.

I received my B.A. degree in History from UCSD. I earned my Masters of Education with a specialization in Teaching Mathematics in 2019. I hold a K-8 multiple subject credential and a single subject credential in Foundational Mathematics. My learning is not over! I am a curious and creative math educator, always eager to learn more and to try something new in my practice.

I like to enhance math learning with songs, chants, movement, artistic notes, acting it out, and using manipulatives. It's fun and it helps with comprehension and retrieval. Just ask my students!