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Additional spatial dimensions may seem like a wild and crazy idea at first, but there are powerful reasons to believe that there really are extra dimensions of space. One reason resides in string theory, in which it is postulated that the particles are not themselves fundamental but are oscillation modes of a fundamental string.
Dee Martin
Faculty Last Name
Martin
Faculty First Name
Dee
Role at CSS
Professor of Mathematics, 6th Grade
Photo
CSS Email Address
Staffmember Bio
I grew up in a sunny town in Florida called Coconut Grove and traveled to the big city to attend Barnard College. After I received my B.A. in architecture & art history, I crossed the street to Columbia University's Graduate School of Architecture, Preservation, and Planning earning my Masters of Architecture. As a licensed architect I opened my own architectural and construction firm. During its nearly 3 decades of existence, my company was recognized for its success as Manhattan’s Best Bet for a one-shop design & build company of high design, great value, and 100% client satisfaction.
The events of 9/11 tapped within me a quiet desire of serving others through teaching and, shortly thereafter, I focused on the task of getting a “big ship to turn” and closed my office to pursue this personal challenge. After receiving my Masters in Education and earning my teacher's license, I entered the classroom and have never looked back. I have taught mathematics, architecture, civics, and fine arts to diverse populations of middle school students in my years serving in public education.
My classroom is specifically enhanced through a career lens as a practicing architect and my interactions with students and families are greatly informed by my most important role: that of a parent. In 2009 I received a NYC Blackboard award for teaching middle school mathematics. Additionally, my teaching has recently included CCNY Graduate Dept. of Mathematics Education where I authored and taught a course titled “Enriching the Teaching of Mathematics” to middle and high school teachers. Perhaps though, of utmost significance is developing in students a deep understanding of math as a rich pattern language, an enthusiastic appreciation of its precision, and a ready facility for its usage as a tool. My effort in class in to incrementally build a genuine ownership of foundational mathematical concepts that sets a solid base for algebra and beyond.
On a minor and concluding biographical note, to know me is to know I am an enthusiastic cyclist, a runner having completed 3 NYC marathons (PB 3:31), and an occassional squash player. I am thrilled that my personal trek has brought me back to the Columbia University aegis and Upper Westside neighborhood as a teacher of public school students in a synergistic partnership.
