Jeremy Cohen

Upper Elementary & Middle School Mathematics

JeremyCohen

Jeremy Cohen served as a 5th grade teacher in NJ for 13 years. During that time, he graduated from Bank Street College with a degree in Math Leadership. His days at Bank Street were fascinating, exposing him to a progressive pedagogy and the work of Piaget, Vygotsky, and Bruner – a mind-blowing experience for someone taught through a transmissionist approach. Equipped with this educational philosophy, his mathematics classroom evolved into a place where children were actively engaged with materials, rich tasks, and other students.

Eventually, Jeremy completed a Ph.D. in mathematics education, taught Honors Algebra, and now serves a mathematics supervisor in NJ. Besides his current role as math supervisor, Jeremy also works as an adjunct instructor at Fordham University’s Graduate School of Education. And, when his one-year old permits him some free-time, he also enjoys collaborating with peers to research, publish, and continue to move the profession forward.

Publications

(2017)

Powell, S.R., Hebert, M.A., Cohen, J., Casa, T., & Firmender, J. (2017). A synthesis of mathematics writing: Assessments, interventions, surveys. Journal of Writing Research. 8(3), 493-526.

(2016)

Casa, T. M., Firmender, J. M., Cahill, J., Cardetti, F., Choppin, J. M., Cohen, J., Zawodniak, R. (2016). Types of and purposes for elementary mathematical writing: Task force recommendations. Retrieved from http://mathwriting.education.uconn.edu.


(2015) 

Cohen, J., Casa, T., Miller, H., & Firmender, J. (2015). Characteristics of second graders’ mathematical writing. Journal of School Science and Mathematics. 115(7), 344-355.


Williams, M., Cohen, J., Casa, T. (2015). Companion Article: Characteristics of second graders’ mathematical writing. Journal of School Science and Mathematics.

 

Reflections

Q: What are you most passionate about in education?

It is an exciting time to be teaching and learning mathematics. No longer are we relying solely on rote memorization, meaningless procedures, and tedious calculations. As we begin to diverge from these traditional practices and consider a more progressive pedagogy, the real beauty of math emerges. It becomes a subject of discovery and adventure, problem-solving and understanding, and fun. Yes, fun! To that end, I am excited to share my experiences, and to learn about yours. I look forward to finding ways to support you so we can begin, and in some cases, continue to learn alongside each other.

Q: What do you love about Metamorphosis?

The other consultants. Each time I collaborate with them, my brain fires with new mathematical ideas at a wild pitch as my synapses are forced through their daily calisthenics. I like it like that.

Q: What do you want to influence in education?

I want mathematics teachers to be successful, to approach the teaching of math with confidence, and to enjoy it.

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