About Mathematics
The National Council of Teachers of Mathematics (NCTM) defines math as being “a powerful set of tools for representing situations, analyzing mathematical relationships, making generalizations, and solving problems.” In short, math is a language and tool for problem-solving.
In order for mathematics instruction to be effective, especially for students with language-based learning disabilities, it must incorporate real-life, personally relevant situations and constantly double-back on itself. In this way, students can better understand the function of the mathematical functions and see that they are filling up their mental toolbox in order to flexibly problem-solve, rather than being given a series of problems, each of which has a distinct method by which it must be solved. Students can then begin to makes sense of algebraic syntax, impose a common-sense logic upon procedures & manipulations, impose a structure upon themselves & reinvent forgotten procedures, and make sense of “short-cuts” and strategies and even begin to make up their own.
About Clinical Mathematics Interventions
Clinical Mathematics Interventions are a specialized form of one-on-one teaching for people for whom traditional methods have not worked. The goal of this intervention is to build confidence and independence in problem-solving, as well as in learning in general. The overarching theory is that, if a student’s confidence is strengthened and he or she is given the appropriate tools and methods to find the necessary tools, they will be empowered to tackle problems, both big and small, in all aspects of life.
Alexandra O’Brien works to help strengthen the student’s understanding of basic numeracy and operations and teaches the student to utilize the language of mathematics to creatively problem-solve. She also works with the student to improve their organization, study skills, test-taking skills, and active learning skills.
About Alexandra Mattis O'Brien, M.S.²
EDUCATION
University of Rochester, Margaret Warner School of Education, May 2004
Master of Science in Mathematics Education and Teaching Students with Disabilities, in Adolescence and Middle Childhood
» 60 credits, including graduate-level coursework in neuropsychology
» New York State Certification in 4 areas: Mathematics in Adolescence and Middle Childhood (Permanent) and Teaching Students with Disabilities in Adolescence and Middle Childhood (Professional)
» Maryland State Advanced Professional Certification in Mathematics, 7-12, and Gen. Special Education, 6-Adult
Hamilton College, May 2002
Bachelor of Arts in Mathematics, with a strong minor in Physics
» Unofficial minors in Classical Languages, Anthropology, & Education
» National Dean’s List
RESEARCH AND PROFESSIONAL DEVELOPMENT
Current Project: Designing a formal psycho-educational assessment for adolescent students who are struggling in mathematics class, to clearly define their underlying difficulties and strengths.
Organization Membership
» American Educational Research Association (AERA)
» National Council for Teachers of Mathematics (NCTM)
» National Education Association (NEA)
» Maryland State Education Association (MSEA)
MBIDA Conference Presentation
May 2007
» Presented at the Maryland Branch of the International Dyslexia Association Conference on effective approaches to teaching algebra.
Anticipating Students' Needs: a Quick-Guide for Mathematics Teachers
Summer 2005
» Wrote a guide for mathematics teachers at the Norman Howard School on first approaching new students with specific learning profiles and disabilities, based on neurological, neuropsychological, and educational research.
» For each of nine mild-to-moderate disabilities, the guide outlines the general areas of difficulty, how each difficulty will present itself in mathematics learning, and suggested approaches to accommodate & remediate for each area of difficulty.
Master’s Thesis
Spring Semester 2004
» Focused on effectively implementing an inquiry-based reform curriculum in a 1-on-1 setting with special-needs middle school learners
General Electric Fund Grant
Summer 2001
» Designed a unique independent study on math anxiety in middle school students
PROFESSIONAL EXPERIENCE
Special Education Consultant and Mathematics Tutor
Fall 2008 – present: Clinical Mathematics Interventions, director
Intensive Summer Special Education Mathematics Tutor
Summer 2009: Siena School, Silver Spring, MD
» Tutored two students who attend Our Lady of Good Counsel in algebra and geometry for 3 hours per day
Mathematics Curriculum Specialist
Fall 2008 – June 2009: Connections Academy, Baltimore, MD
» Organized and wrote K-12 mathematics curricula and guided mathematics instruction for a national chain of virtual charter schools
Special Education College Tutor
Fall 2008: College Living Experience, Rockville, MD
» Tutored University of Maryland special education students in mathematics, reading, and writing
Mathematics Department Coordinator and Algebra Teacher to Underprivileged, College-Bound Students with Language-Based Learning Disabilities
August 2006 – June 2008: Chelsea School, Silver Spring, MD
» Aided my department members in meeting the needs of a very specific student population
» Reorganized the high school mathematics curriculum to meet changing graduation requirements of both the District of Columbia and various counties in Maryland
» Guided the mathematics department in writing meaningful I.E.P. goals that reflect skills for mathematics learning
» Sat in on IEP meetings (annual or addendum), helping parents understand the changes in Maryland state testing policies/options and gain meaning from state and other academic standardized testing scores
» Conducted Woodcock-Johnson III testing on entire student body, in mathematics & writing
» Taught students to reason algebraically, using algebra as a tool, rather than making real life an excuse to apply it
» Incorporated direct and indirect teaching of study skills, test-taking skills, and language learning into daily lessons
» Organized the first full-school, cross-curricular Pi Day celebration in March 2008
Mathematics Teacher to Students with Learning Disabilities “Plus” in grades 5-12
August 2004 – June 2006: Norman Howard School, Rochester, NY
» Developed ability to work flexibly in a challenging, fast-paced atmosphere
» Organized middle school & high school mathematics curricula
» Synthesized clear student placement procedures
» Developed neuropsychological-research-based guide for mathematics teachers who are unsure how a specific disability/weakness affects a student’s ability to learn mathematics
(Similar work to that at Chelsea School)
Special Education Mathematics and Science Tutor
Spring Semester 2006: Encompass: Resources for Learning, Rochester, NY
» Tutored local special education students three nights per week
Monroe #1 BOCES Home & Hospital Tutor
Spring Semester 2004: Monroe #1 BOCES, Monroe County, NY
» Taught mathematics, science, writing, ELA, social studies and even ESOL, to individual students in grades 6-12
Student Teacher: Middle School (high-needs-area placement)
March – May 2003: Nathaniel Rochester Community School in Rochester, NY
» Taught 7th & 8th grade inclusive mathematics in an inner-city K-8 school, with cooperating teacher Steven O’Hara
Student Teacher: High School (suburban placement)
February – March 2003: Penfield High School in Penfield, NY
» Taught inclusive Mathematics A/B (Geometry) at a suburban high school, with cooperating teacher Marcia DeJesus
Student Teacher: "Middle Childhood" (elective)
January 2003: Bay Trail Middle School in Penfield, NY
» Taught 6th grade inclusive mathematics in a suburban middle school, with cooperating teacher Claire Bigg
Student Observer/Teacher
Fall Semester 2002: Bay Trail Middle School in Penfield, NY
» Observed and assistant-taught 6th grade inclusive mathematics in a suburban middle school, with cooperating teacher Claire Bigg
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