Students should only be permitted use of calculators when they can manually and demonstrably solve the manner of problems for which they’d seek to use them, and/or to check derived answers. Otherwise, the students utilizing them would not be learning, and would fail any formal examination on which they would not be allowed use of calculators.

All students should be distributed and required to memorize multiplication charts; they should not be allowed to utilize them in class, however, unless they are knowledgeable of how to independently derive products from factors.

Portions of a quiz rendered to students in an Algebra class that I was assigned to work. I requested a copy of the quiz to complete myself. Click here to see the problems that I completed, and feel free to offer any needed corrections. http://www.slideshare.net/ymartin3/functions-inequalities

I saw this problem on the board of one of the classrooms of a high school where I substituted, and thought, “Wow”!!! It’s been a long time since I’ve been in an Algebra class. But looking into the problem and recalling some old mathematical principles that I learned way back when it dawned on me how simple this seemingly complicated problem really is. Click here to view the problem and explanation  http://www.slideshare.net/ymartin3/a-radical-equation

This is a set of instructions or procedures that I wrote to assist students with addition and subtraction. Click here to view/download. Stick Addition & Subtraction or Counting Up and Down

This is a math magazine project that I assisted my son with (We’re still fiddling with magazine layouts, but the information provided can be helpful now).  Click here to view/download Math in the Middle

This is a multiplication chart that I created. Click here to view/download Multiplication Chart for distribution and memorization.

Click here to view Proportions for Pros (a project that I assisted my son with).