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Tahira

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Noyce Scholar Profile

Tahira Hyman

Undergraduate major or graduate field of study: MAT Secondary Mathematics Education

Subject area(s) and grade level teaching focus: Mathematics, grades 6-12

Category of scholarship/fellowship:
Fifth year or post-baccalaureate Noyce scholar

Name of Noyce institution:
Georgia State University/Urban Mathematics Education Program

Current academic or teaching status:
First year

School and school district:
Young Middle School, Atlanta Public Schools

Background:

I was born and raised in Detroit, Michigan and obtained my Bachelor of Science Degree in Mathematics from the University of Michigan, Dearborn in 2003. Before becoming a teacher, I worked for my family’s business, assisting low income families with public housing. In November of 2007, I moved to Atlanta, Georgia. After living in Atlanta for a little over a year, I decided I wanted to use my mathematical skill and ability to help educate young, minority students. It was then that I became a graduate student at Georgia State University, pursuing a degree in Mathematics Education. After graduation I was hired by the Atlanta Public Schools as an eighth grade mathematics teacher. Every day, I share my love of math with brilliant, eager, young people, hoping that they too will soon become lovers of Mathematics.

Why do you want to teach:

Teaching is the one way we can touch the lives of so many people. It’s a noble and rewarding profession–plus Math Rocks!

Describe a memorable teaching experience:

During my student teaching, I had my students create rap songs that described mathematical concepts. The students had so much fun and wanted to keep creating projects like that one. I never knew teenagers could love math so much.

What does the Noyce program mean to you:

The Noyce Program has brought me great teaching advice, wonderful teaching ideas and lifelong friends.

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This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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