ithaca-ny – TEEN DAY Ithaca

Math is one of the foundational subjects in school that many students either hate or love. Here at TEEN DAY, teachers like Amanda Gray are pushing boundaries and encouraging students to see the subject in a new, refreshing light. One that isn’t so scary.

In her class, students are learning proofs and puzzle-solving. They’re doing parallel line proofs, congruent triangles, properties of triangles, and coordinate geometry. While there is still a good amount of calculator usage in geometry, it can be a big shift for students because it’s no longer about getting an answer, but rather knowing and explaining how that answer is true.

“She’s a good teacher— she explains things well and is very helpful with classwork and also makes it fun.” – Eloise L.

Classes are structured so that students get a mix of lecture, group work, class discussion, individual practice, and sharing. The mix of formats leads to various conversations of approaches to a problem or proof. Students can see things from multiple perspectives and can benefit from hearing how other people approach or see the same problem. Students are sharpening their individual critical thinking skills as well as building their confidence when asked to share aloud.

Additionally, students are applying what they’re learning in the classroom to real-world things. Over winter break, the students were asked to complete a “construction art project,” a collection of geometric shapes that were turned into artwork. Geometry doesn’t have to solely be about theorems and proofs, and instead can be used for various, fun designs. (See picture to the left and more pictures below.)

“…Amanda always makes math fun to learn. As someone who isn’t super math oriented, I’ve found that throughout algebra and geometry, Amanda has made the learning process quite a lot better than other experiences I’ve had.” – Addi F-W

Amanda Gray really enjoys math and science and works at Tompkins Cortland Community College (TC3) as a tutor in those subjects. In her free time, she works with TEEN DAY to provide excellent instruction on a wide range of subjects within the math and science fields. She wants to share her love of math with her students and help them to see the joy in the subject.

Overall, students are thriving in this collaborative setting and enjoying what they’re learning. Amanda’s instruction goes beyond that of the traditional classroom, with students sitting quietly in their seats, memorizing steps. But rather, her teaching style engages the students critically in the various stages of a problem, creating a unique and welcoming environment.

“It’s a classroom where students aren’t just doing geometry, they’re talking it through, questioning it, and starting to think like real mathematicians.” – Amanda Gray

Geometry is a part of a three-year rotation for lower-level math. First, Algebra I is offered, then Geometry, and finally Algebra II (which has a dual enrollment option). In 2026-2027, Algebra II will be offered, and the year after that, the cycle will reset, starting with Algebra I.

Pat Sewell, an adjunct associate professor at TC3 and member of Ithaca’s Common Council, is teaching the class on economics (dual enrollment offered through TC3 for those who wish to earn college credit). He received his M.A. from the University of North Texas in moral attitudes and sustainable decision making. He also specializes in ethics, economics, and public policy. His work regularly involves the intersection of these subjects, so it is no surprise that Pat teaches students about these interconnecting topics and all the other various topics related to economics.

^{“I love economics as a discipline because it is a beautiful tool for understanding human behavior, understanding society writ large, and ultimately thinking about why we have organized our lives the way that we have.” – Pat Sewell}

To understand the connection between these topics, one must first understand the different levels of economics: economics is often split into macroeconomics and microeconomics. The latter deals with supply & demand, labor & resource allocation, price determinants, and the market. The former deals with what money is, the Federal Reserve, inflation, tariffs, and all the parts that make up the economy.

Previously, the class has looked into microeconomics, and currently, they are tackling macroeconomics. They’ve covered topics such as the law of diminishing marginal utility & returns, labor markets, financial markets, rival and non-rival goods, monopolies, poverty, inflation, and so much more. Currently, they’re trying to answer the question of: “What is money?”

The class is set up to be done mostly through lecture. Each day there is homework and an assigned reading, and every other week there is a quiz. This provides consistency and predictability. This way, students can better understand what is expected of them on the various assignments.

^{“[Pat’s] knowledge and love of the subject is eminent, and his engaging and conversational teaching style, along with the usually lively participation of the class has made this class an enjoyable, educational, and enriching space.” – Eliza L.}

Though this class is mostly a lecture-based class, there are occasions where students can participate in games. The study of economics lends itself to gamification, which can help students better understand its concepts. Recently, students took part of a bartering game where they could see the importance of money in facilitating our modern world. Another game involved the difference in the number of suppliers and consumers. They got to see firsthand what happens when there are more suppliers than consumers, when there are more consumers than suppliers, and when there is an equilibrium of distribution.

In this class, students are learning the basic principles of economics and, moving forward, will be able to apply them to their everyday lives.

Tag: ithaca-ny

Geometry

Economics