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You are here: Home / About Us / Tammy Jones

Tammy Jones

An educator since 1979, Tammy has taught students from 1st grade through college. A life long learner, Tammy is an active member in the National Council of Teachers of Mathematics and its Tennessee affiliates as well as a T3 Instructor for Texas Instruments. Having served on the Mathematics Feedback Group for the Common Core Standards Tammy has a unique perspective on the development of the CCSSM and the implementation of them.

As a teacher Tammy’s goal was that all students understand and appreciate the mathematics they were studying; that they could read it, write it, explore it, and communicate it with confidence; and that they would be able to use mathematics as they need to in their lives. She believes that problem solving, followed by a well-reasoned presentation of results, is central to the process of learning mathematics, and that this learning happens most effectively in a cooperative, student-centered classroom. Tammy believes that learning is experiential and in her current consulting work creates and shares educational experiences.

Currently, Tammy is consulting with individual school districts in training mathematics teachers on effective techniques for being successful in the mathematics classroom, supporting mathematics instruction, and STEM integrations.

Email Tammy at: TammyJones@TLJConsultingGroup.com

Tammy is co-author on two book series:

From Eye On Education, Strategies for Common Core Standards for Mathematics: Implementing the Standards for Mathematical Practice (Grades K-5, 6-8, and 9-12) with Leslie A. Texas.

From Eye On Education of Routledge Press of the Taylor Francis Group, Strategic Journeys for Building Logical Reasoning: Activities Across the Content Areas (Grades K-5, 6-8, and 9-12) with Leslie A. Texas.

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Mathematical Moments

The Top 5 Reasons for Using Manipulatives in the Classroom

Have you ever asked or said or heard a fellow educator ask or say… “Exactly what constitutes a manipulative?” “I have some of these manipulatives in my closet, but do not have a clue how to use them!” “How do I find the time to use manipluatives in the classroom when I have so much […]

Happy National National Chocolate Day: October 28thChocolate Day!

National Chocolate Day: October 28th My grandmother always said, “God was in a good mood the day He created chocolate!” I grew up thinking that chocolate was a basic food group! And, I admit, chocolate is one of my weaknesses. What does National Chocolate Day have to do with mathematics!   Well – where’s the math? […]

Functional Fluency

I just returned from NCTM Boston. What a great week! I got to catch up with a lot of old friends and made several new ones as well. My co-author, Leslie Texas, and I did a session on one of our strategies from our book series What’s My Move: A Kinesthetic Multisensory Approach to Graphing […]

Algebra I Employment Standards – 2022-2023

State Approved Hybrid Training Sponsored by the Tennessee Department of Education The State of Tennessee has provided various paths for qualified middle school teachers to teach Algebra I/Integrated Math I for high school credit. The various paths are described at https://www.tn.gov/education/licensing/educator-licensure/licensed-educators.html.  The purpose of the trainings offered here is to provide the pedagogical and content […]

Putting the “A” in STEAM

Are you looking for a summer workshop for your K-12 students? In July, I will be hosting an art/writing workshop for students K-12. We will be focusing on Putting the “A” in STEAM.  This 6-day enrichment workshop will focus around the arts and humanities. Students will create and begin to use a combined art journal […]

NCTM, San Francisco

My colleagues and I really enjoyed your presentation at NCTM.  We have already convinced our principal to pre-order us copies of your new book, but we would also like 4 class sets of the pyramids. 

Many presentations talked about problem solving and the benefits of giving students higher level thinking problems, but yours was the only one that really told us how to teach it and scaffold it for students, rather than just modeling what problem-solving looks likes.  Thanks.

Julie Jacewicz
Beaverton, OR

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