The panel will present an overview of research-grounded evidence about what is critical for students to learn about algebra in grades 6–12.
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.
Daniel Chazan, University of Maryland. Is algebra hard? If so, do we have explanations for why it is hard for which we can provide evidence? I would like to put these questions in a historical and societal perspective to suggest that issues of student identity and larger societal issues make their way into the classroom and are a part of understanding what makes algebra hard for students.
Al Cuoco, Education Development Center, Inc. Why is algebra hard? I’ll discuss two related reasons that beginning algebra is difficult for many students. One is conceptual: there are certain necessary prerequisite algebraic habits of mind that receive little attention in most pre-algebra programs. The other is curricular: high school algebra lacks the mathematical coherence that exists in algebra as a scientific discipline.
Christian Hirsch, Western Michigan University. Why aren’t students motivated to study algebra? The National Mathematics Panels survey of algebra teachers indicated that student motivation was viewed as the greatest challenge to teaching algebra in high school. Why is this the case and how might it be addressed by new ways of thinking about algebra and its teaching at the high school level?
Mary Ann Huntley, Cornell University. What does curriculum say? Given the vast differences in commercially available mathematics curriculum materials, students have quite different opportunities for learning algebra. What is algebra, as defined by high-school mathematics textbooks?
Karen King, New York University (moderator). What does it take to transition underprepared students into Algebra? There are several models of extending the students’ mathematics classes (e.g., double-period algebra), but what is the best use of that time to ensure students can be successful?