Intensified Algebra I--poster
Year:
2012
Algebra
Developing Algebra-ready students for Middle School: Exploring the Impact of Early Algebra (Blanton, 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.
Resource(s):
Transition to Algebra PD and Curriculum Orientation
Submitted by Mary Fries on
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.
Discipline / Topic:
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
Location:
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.
What is Algebra? Cross-Curricular Textbook Analyses
Submitted by Mary Ann Huntley on
Presenter(s):
Mary Ann Huntley
Maria Terrell
Contact Info:
Year:
2010
Month:
December
Discipline / Topic:
Target Audience:
Presentation Type:
Closing the Math Achievement Gap for English Language Learners: Technology Resources for Pre-algebra
Principal Investigator:
Click image to preview:
Discipline / Topic:
Target Audience:
Intensified Algebra I--poster
Submitted by James Lynn on
Presenter(s):
James Lynn
Susan Hull
Discipline / Topic:
Target Audience:
Presentation Type:
Algebra SIG
Day:
Thu
Open to all grantees
The group will continue discussions started on the SIG e-list and panels held earlier in the day.
Date/Time:
12:15 pm to 1:45 pm
Session Type:
Special Interest Group (SIG)
Facilitators:
Location:
High School Algebra Panel
Day:
Thu
The panel will present an overview of research-grounded evidence about what is critical for students to learn about algebra in grades 6–12.
Date/Time:
10:00 am to 12:00 pm
Session Type:
Panel
Location:
Session Materials:
One thread of the CADRE Algebra SIG discussion has focused on obstacles to student success in elementary algebra. For example, proficiency in numerical calculations with integers and rational numbers is often raised as a prerequisite for success in algebra; yet many students who have these skills still find algebra difficult. The panel will discuss other potential ingredients to success in high school algebra that are often short-changed in school mathematics and school culture.
Analyzing Early Algebra Learning Progressions for Grades 3-8
Day:
Thu
This session will critically examine conjectured Early Algebra Learning Progressions for grades 3–8 for coherence, alignment, and completeness.
Date/Time:
8:30 am to 9:45 am
Session Type:
Product Feedback Session
Presenters:
Location:
Session Materials:
This session will critically examine conjectured Early Algebra Learning Progressions for grades 3–8 for coherence, alignment, and completeness.
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