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Dianne Sehie

Dianne Sehie has been teaching for the Math Department at Fontbonne since 2007.  Her area of expertise in Teaching and Learning Elementary Mathematics, and the courses she teaches for Fontbonne reflect her experience.  Dianne retired from the Parkway School District after 32 years, the last four years serving as a mathematics specialist whose focus was helping teachers develop effective mathematics teaching practices. 

Other recent experiences have included: 

  • Serving as a Mentor and Supervising Teacher for the University of Missouri-Columbia
  • Teaching summer graduate courses at Washington University such as "Research Practices in Mathematics for the Classroom Teacher"
  • Working with various local school districts through Washington University's Mathematics and Science Project
  • Serving on the Washington University Coaching Study Group
  • Working for the DESE METS coalition funded by the Missouri legislature. 

Dianne has presented workshops and staff development for many local public and private elementary schools and has presented topics at local mathematics conferences such as MCTM (Missouri Council of Teachers of Mathematics) and MEGSL (Mathematics Educators of Greater St. Louis.

Dianne and her husband Steven live in Manchester and are the proud parents of a son who is an environmental scientist, and a daughter who is doctor of veterinary medicine.  Dianne is a member of NCTM (National Council of Teachers of Mathematics), serves on many committees for her church, and is a member of the P.E.O. (Philanthropic Educational Organization).  She is an avid traveler and gardener.

Dianne feels that her strongest quality as a teacher is her zeal to make mathematics accessible to all, especially her students, who often dislike or fear the study of mathematics, perhaps because of previous experiences.  Dianne strives to make her students feel competent and confident in teaching mathematics.  She is a strong believer in Jean Piaget and the constructivist theory. 

Her favorite quote is from Jean Piaget; "Each time one prematurely teaches a child something he could have discovered for himself, that child is kept from inventing it and subsequently from understanding it completely.