Algebra

Student Materials, Professional Development, and Assessment Organized Around Habits of Mind in the CCSSM

Day: 
Tues

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.

 

Date/Time: 
1:45 pm to 3:45 pm
2014 Session Types: 
Collaborative Panel Session
Session Materials: 

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.

Discussion of Promising Scale-up Strategies for Reaching Classrooms

Day: 
Tues

Participants and the presenters will discuss their experiences—including releasing free and paid apps—and provide suggestions to others for successfully reaching many users.

Date/Time: 
1:45 pm to 3:45 pm
2014 Session Types: 
Feedback Session (Work in Post-development)
Session Materials: 

Over a period of five years the SmartGraphs project developed HTML5 software for teaching and learning STEM subjects that make use of line graphs and scatter plots. SmartGraphs activities help students understand the “story” represented by a graph. The project created dozens of activities for algebra, physical science, and other STEM subjects, as well as an authoring system allowing non-computer-programmers to create and disseminate free online activities.

Assessing Secondary Teachers’ Algebraic Habits of Mind

Day: 
Tues

Participants provide feedback on a preliminary paper-and-pencil assessment of secondary teachers’ mathematical habits of mind (MHoM) and use classroom video to examine MHoM in practice.

Date/Time: 
9:45 am to 11:45 am
2014 Session Types: 
Feedback Session (Work in Development)
Session Materials: 

In Assessing Secondary Teachers’ Algebraic Habits of Mind, the project team is developing tools to study the following questions: What are the mathematical habits of mind (MHoM) that secondary teachers use, how do they use them, and how can we measure them?

In this session, presenters share a paper-and-pencil assessment being developed to measure how teachers use MHoM when they do mathematics for themselves. The presenters also share classroom video and a preliminary framework for examining MHoM in teaching practice.

Pre-Service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades: A Preliminary Report

Author/Presenter: 
Irving Brown
Trina Davis
Gerald Kulm
Lead Organization(s): 
Year: 
2011
Short Description: 
This article presents our plans and initial work to explore how mathematics teacher education programs can prepare teachers for diverse middle grades classrooms. It describes the start-up of a five-year National Science Foundation project to design, develop, and test technology-enriched teacher preparation strategies to address equity in algebra learning. The participants in this pilot group demonstrated a need to develop their mathematical problem-solving skills, but they also exhibited strong beliefs about their own potential to be successful in the mathematics classroom. Preliminary results appear to indicate that Second Life (software) simulations can provide rich settings for teacher development on specific mathematics teaching skills and challenge them to apply their ideas about diversity. (Contains 5 tables and 4 figures.)

Teaching Mathematics, Teaching Students, Teaching Mathematics to Students (Thompson, Miller)

Author/Presenter: 
Patrick Thompson
Christina Miller
Year: 
2009
Short Description: 
This session considers teachers’ transitions from teacher-centered mathematics to student-centered mathematics, including issues of meaning, coherence, and learnability, as well as the importance of working with colleagues.

Developing Algebra-ready students for Middle School: Exploring the Impact of Early Algebra (Blanton, Knuth)

Author/Presenter: 
Maria Blanton
Eric Knuth
Year: 
2009
Short Description: 
This is a 3-year project designed to build the preliminary components for investigating the impacts of early algebra education on students’ algebra readiness in middle grades.

Transition to Algebra PD and Curriculum Orientation

Event Date: 
Thu, 08/23/2012 - 8:30am to 12:00pm
Event Contact: 

We invite teachers, coaches, and other instructional leaders who will be using Transition to Algebra materials in the upcoming school year to a special orientation at Education Development Center (EDC). Transition to Algebra is a full-year algebra support curriculum that focuses on building algebraic habits of mind in order to raise the competence and confidence of students who may need extra support to succeed in a first-year algebra class. Find out more at ttalgebra.edc.org.

Event Type: 

What Do We Do with the Kids Who “Aren’t Ready” for Algebra?

Day: 
Thu

Presenters from two projects developing and researching ninth-grade “double-period” algebra approaches and materials present their distinct but compatible perspectives. Group discussion is encouraged.

Date/Time: 
1:45 pm to 3:45 pm
Session Type: 
PI-organized Discussion
Session Materials: 

Having students enter high school “unready” for algebra is not a new or rare problem. The challenges, frankly, are vast. Students identified as “unready” are extremely varied, as are the reasons they are included in specialized classes. Some, for example, are mathematically competent, but included “for English language support.” More, of course, have some difficulty specific to mathematics. Of those, many are weak in arithmetic.

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