Linear Algebra and Geometry is organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field.
Shifting people’s judgments toward the scientific involves teaching them to purposefully evaluate connections between evidence and alternative explanations.
Lombardi, D. (2019). Thinking scientifically in a changing world. Science Brief: Psychological Science Agenda, 33(1). Retrieved from https://www.apa.org/science/about/psa/2019/01/changing-world.aspx
Engage with presenters as they discuss assessment and rubrics designed to measure secondary teachers’ mathematical habits of mind.
Work in secondary mathematics education takes many approaches to content, pedagogy, professional development and assessment. This session aims to illuminate the richness of hte content of secondary mathematics and the field of secondary mathematics education by sharing two such approaches and reflecting on the differences and commonalities between the two.
From the perspectives of Graduate Research Assistants (GRAs), this study examines the design and implementation of a simulated teaching environment in Second Life (SL) for prospective teachers to teach algebra for diverse learners. Drawing upon the Learning-for-Use framework, the analyses provide evidence on the development of student avatars in construction and role-playing activities. The study reveals challenges, procedures, and suggestions for future simulations. This study also calls for research efforts toward preparing mathematics teachers for cultural diversity.
A symmetric polynomial is a polynomial in one or more variables in which swapping any pair of variables leaves the polynomial unchanged. For example, f(x, y, z) = xy +xz + yz is a symmetric polynomial.
The Concord Consortium has developed 19 activities for teaching and learning algebra that are available online or as an app for iPad or Android tablet computers. These activities—which cover a variety of algebra topics, from linear equations to transformations of functions—help students develop skills creating and using algebraic functions and graphs to solve problems.
How do we encourage referent-based mathematical argumentation without encouraging students to request that examples accompany otherwise viable arguments? Assessment concerns are explored and discussed.
The LAMP project has developed a sequence of lessons in a hypothetical learning trajectory that targets students’ ability to write viable arguments in algebraic contexts. Most of the lessons encourage students to produce a referent (e.g., variable expression or equation, generic example, diagram) as the foundation of their argument. Students come to the lessons with a predisposition for example production in support of their claims and to augment arguments.
Learn about three projects centered on algebraic habits of mind: a puzzle-centric curriculum for middle school and at-risk algebra students, professional development on the Standards for Mathematical Practice, and an assessment for teachers.
Algebraic habits of mind, at the core of five of the Standards for Mathematical Practice, become both a potent and appealing intervention for at-risk algebra students and a solid prevention-model middle-school course either to accelerate algebra or to ensure success in a later algebra course. The session focuses on the habits of mind in that context, in related professional development work that addresses the Standards for Mathematical Practices, and on assessment of algebraic habits of mind in teachers.