Emily Decker, MetLife Fellow
Emily Decker is a 2nd grade teacher at a public school outside of Washington D.C.
She earned her Bachelor of Arts in International Studies at Hollins University in Roanoke, VA and her Master of Education from Marymount University.
Previous Research Includes:
Research Title: Is Lesson Study an effective form of Staff Development? Research Year: 2009 Research Classification: Professional Development Research Summary: Completed 2 cycle of Lesson Study–Dec 2008 and Mar 2009–focused on Math Lesson study steps: Study, Plan, Conduct Lesson & Collect Data, Reflect 1st cycle–number sense 2nd cycle–2 digit addition All teacher participants changed teaching and planning approach as a result of the Lesson Study.
Research Title: How Did You Get That Answer?: The Benefits of Writing In Math Class Research Year: 2008 Research Classification: Student Support/Enrichment Research Summary: When students are asked to consistently write during math class, this research study found they are better able to explain their mathematical thinking. A sampling of students wrote in a math journal, as well as always wrote an explanation of their thinking when solving problems. The study compared math writing from the same students from the beginning of the year to their math writing at the end of the year.
Research Title: Flexible Groups In The Math Workshop Research Year: 2007 Research Classification: Curriculum Development Research Summary: After noticing my 2nd grade class had varying mathematical abilities, I decided to implement a math workshop in my classroom. I gave my class a pre-test for each math unit and put them in small ability-based groups. This method of assessment did not allow for flexible grouping, however, so I started giving pre- and post-tests every week. This allowed me to pre-test for the upcoming week’s objectives and post-test for the previous week’s objectives and change my groups every week.
