Dr. Kyle Prince
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Hey there! My name is Kyle Prince, and I this is my seventh year teaching Algebra 2 (now Integrated 3) at Central Magnet School and my third year teaching Honors Calculus. I am also the sponsor of the Math Contest Team, Fellowship of Christian Athletes, and YoungLife.
I grew up here in Murfreesboro, TN and went to middle school at Central. I attended Blackman High School and Maryville College, where I played soccer and studied mathematics. In 2014, I received my masters from Middle Tennessee State University. I then received a Ph.D. in Mathematics Education from MTSU in 2016. In 2014 I married my wife Amanda, in 2015, I became an uncle to twins, Brayden and Skylee, and on April 2nd, 2017, we had our first child, Mia Kate Prince. I love teaching, and I love mathematics. I enjoy discussing interesting mathematical ideas and using math puns every now and then...but that's just how I function. My Curriculum Vitae |
Frequently (or not) asked questions
Why do you like math?
- I like math because it is like a puzzle and everything fits together beautifully if you can somehow leverage the relationships and patterns that we as humans naturally look for and have an interest in. Also, because it always has something new and interesting to show me that I have never seen before...it just takes curiosity and perseverance to discover it! Most importantly, I like math because it allows us to understand the world around us and make sense of things. It is so interesting to learn about the history of mathematics and how it was invented/discovered out of necessity (e.g., negative numbers were invented/discovered because people started owing people money). After all, mathematics is a language that we learn how to speak and write. See, isn't math just radical!
- I like math because it is like a puzzle and everything fits together beautifully if you can somehow leverage the relationships and patterns that we as humans naturally look for and have an interest in. Also, because it always has something new and interesting to show me that I have never seen before...it just takes curiosity and perseverance to discover it! Most importantly, I like math because it allows us to understand the world around us and make sense of things. It is so interesting to learn about the history of mathematics and how it was invented/discovered out of necessity (e.g., negative numbers were invented/discovered because people started owing people money). After all, mathematics is a language that we learn how to speak and write. See, isn't math just radical!
What are your top 8 tips for the Math section of the ACT?
It is all about maximizing your 60 minutes. Here are a few tips to being successful on the Math section of the ACT:
1. Mental Math! - instead of typing EVERYTHING in your calculator, do as much as of the simple math in your head as you can. Mental Math takes practice though...so start depending less on your calculator now! This should help save time on the easier problems towards the beginning of the test, which will give you more time for the harder problems at the end :) I recommend spending about 20 minutes on the first 30 questions and about 40 on the second 30 questions, so pace yourself accordingly.
2. Avoid rewriting the equation or problem. If you can do the first step in your head (Mental Math), start by writing down the second step of an equation or problem. These valuable seconds add up quickly! (Note: I am not recommending that you don't need to write anything down...in fact, research shows that, overall, people that write down more score better.)
3. Seek for deep understanding on a daily basis in class. Do you really understand how and why everything works? If not, ask! This will allow you more flexibility in the types of problems that you can solve because you don't need to memorize a step-by-step process for every type of problem.
4. Warm-up your brain! Don't let the math section of the ACT be the first thing you think deeply or logically about that day. Your brain needs time to warm-up. I know it is early in the morning, but do something before you go (did someone say Mental Math practice?)...that way, your brain is functioning at the highest level when you start, which could easily save you time. This is also true for the reading section. Don't let the reading section of the ACT be the first thing you read that day.
- A mental math practice can be found here.
5. Even if figures say they are "Not drawn to scale", they ARE!!! so feel free to use your paper to make measurements or if it looks like 90 degrees...it is safe to assume it is - Keep in mind, this is ONLY on the ACT, not in class or the real world :)
6. Triple check anything involving negatives. The most common mistake on the math portion of the ACT involves confusing -2^2 with (-2)^2.
7. If you are "guessing and checking" or using the "plug and chug" method (which I don't necessarily advise), start with the middle answer (which is C or H). Answers are in numerical order, so if the middle answer is too high or too low, you can eliminate two others automatically!
8. Research has shown that guessing C at the end of the ACT has not been the best, statistically. In the past, E (or K) has actually been the correct answer more often than any other option. So, if you don’t finish the last few, consider guessing E instead of C.
It is all about maximizing your 60 minutes. Here are a few tips to being successful on the Math section of the ACT:
1. Mental Math! - instead of typing EVERYTHING in your calculator, do as much as of the simple math in your head as you can. Mental Math takes practice though...so start depending less on your calculator now! This should help save time on the easier problems towards the beginning of the test, which will give you more time for the harder problems at the end :) I recommend spending about 20 minutes on the first 30 questions and about 40 on the second 30 questions, so pace yourself accordingly.
2. Avoid rewriting the equation or problem. If you can do the first step in your head (Mental Math), start by writing down the second step of an equation or problem. These valuable seconds add up quickly! (Note: I am not recommending that you don't need to write anything down...in fact, research shows that, overall, people that write down more score better.)
3. Seek for deep understanding on a daily basis in class. Do you really understand how and why everything works? If not, ask! This will allow you more flexibility in the types of problems that you can solve because you don't need to memorize a step-by-step process for every type of problem.
4. Warm-up your brain! Don't let the math section of the ACT be the first thing you think deeply or logically about that day. Your brain needs time to warm-up. I know it is early in the morning, but do something before you go (did someone say Mental Math practice?)...that way, your brain is functioning at the highest level when you start, which could easily save you time. This is also true for the reading section. Don't let the reading section of the ACT be the first thing you read that day.
- A mental math practice can be found here.
5. Even if figures say they are "Not drawn to scale", they ARE!!! so feel free to use your paper to make measurements or if it looks like 90 degrees...it is safe to assume it is - Keep in mind, this is ONLY on the ACT, not in class or the real world :)
6. Triple check anything involving negatives. The most common mistake on the math portion of the ACT involves confusing -2^2 with (-2)^2.
7. If you are "guessing and checking" or using the "plug and chug" method (which I don't necessarily advise), start with the middle answer (which is C or H). Answers are in numerical order, so if the middle answer is too high or too low, you can eliminate two others automatically!
8. Research has shown that guessing C at the end of the ACT has not been the best, statistically. In the past, E (or K) has actually been the correct answer more often than any other option. So, if you don’t finish the last few, consider guessing E instead of C.
Fractions or Decimals?
- Short answer, fractions. Long answer, fractions are much better during the midst of calculation or manipulation of numeric values. In most situations, using fractions can be more efficient and even quicker than a calculator. For example, would you rather add 6/7 + 3/2 OR .8571428571... + 1.5? Using a common denominator of 14 just makes so much more sense in this situation. Also, it allows us to avoid rounding errors. Plus, it allows us to practice working with fractions - one of the largest mathematical misunderstandings in the U.S. So just remember, fractions are our friends :)
- Short answer, fractions. Long answer, fractions are much better during the midst of calculation or manipulation of numeric values. In most situations, using fractions can be more efficient and even quicker than a calculator. For example, would you rather add 6/7 + 3/2 OR .8571428571... + 1.5? Using a common denominator of 14 just makes so much more sense in this situation. Also, it allows us to avoid rounding errors. Plus, it allows us to practice working with fractions - one of the largest mathematical misunderstandings in the U.S. So just remember, fractions are our friends :)
Why is the textbook answer key a LAST RESORT?
- Short answer, you won't have an answer key in life (or in state testing). Long answer, in mathematics there are so many situations in which you can check your own answer (using an alternate strategy and/or considering if the answer makes sense). Moreover, the textbook answer key shouldn't be given the authority to determine what is correct and what isn't. Also, this creates opportunities for you to collaborate with your classmates, share ideas, and teach each other.
- Short answer, you won't have an answer key in life (or in state testing). Long answer, in mathematics there are so many situations in which you can check your own answer (using an alternate strategy and/or considering if the answer makes sense). Moreover, the textbook answer key shouldn't be given the authority to determine what is correct and what isn't. Also, this creates opportunities for you to collaborate with your classmates, share ideas, and teach each other.
What are my pet peeves?
- Interesting question that a student asked last year. The main one...when someone says, "I'm not good at math" or "I'm not a math person." If math isn't your favorite subject, that is OKAY, but that doesn't mean that you can't become good at it :) Also, I am completely fine with someone not knowing how to do something after being taught it...but one of my pet peeves is when I ask someone which part of it that they don't understand, and they respond with "all of it." Even if it is all of it, it is so much easier to help someone if they give me a place to start (even if it is the first step). In terms of presentations, one pet peeve of mine is when students' talk is constantly directed towards me. The class is who you are talking to...I'm just there to help facilitate the conversation. Overall, there is not much that gets on my nerves...but my hope is that students have a growth mindset towards learning mathematics.
- Interesting question that a student asked last year. The main one...when someone says, "I'm not good at math" or "I'm not a math person." If math isn't your favorite subject, that is OKAY, but that doesn't mean that you can't become good at it :) Also, I am completely fine with someone not knowing how to do something after being taught it...but one of my pet peeves is when I ask someone which part of it that they don't understand, and they respond with "all of it." Even if it is all of it, it is so much easier to help someone if they give me a place to start (even if it is the first step). In terms of presentations, one pet peeve of mine is when students' talk is constantly directed towards me. The class is who you are talking to...I'm just there to help facilitate the conversation. Overall, there is not much that gets on my nerves...but my hope is that students have a growth mindset towards learning mathematics.
How do I calculate my grade?