operation: algebra collaborating to collect and assemble quality math content for understanding and...

Operation: Algebra

Collaborating to collect and assemble quality math content for understanding and applying basic

algebra

Participants

• Joann Flick, Agency for Instructional Technology, jflick@ait.net

• Laura Hunter, Utah Education Network lhunter@uen.org

• Linda Hanson, Wisconsin Educational Communications Board lhanson@ecb.state.wi.us

• Sandy Pelham, Florida Knowledge Network Sandy.Pelham@fldoe.org

• Danny Henley, KERA dhenley@kera.org

Introduction

• NCTM focal points (Sept 2006)• the use of the mathematics to solve

problems; • an application of logical reasoning to justify

procedures and solutions; and• an involvement in the design and analysis of

multiple representations to learn, make connections among, and communicate about the ideas within and outside of mathematics.

Introduction

Students need:• to assess and apply correct mathematical

processes• to be persistent and explore different ways

to view a problem• to recognize when a selected solution

won’t work• to be able to adjust strategies and check

their solutions

Introduction

Teachers need:• to provide multiple representations of math

concepts• to motivate learners to engage in algebra• to assess the success of their practice and make

adjustments• to make connections from classroom algebra to

real-life

Concept Themes

• Algebraic operations• Equations & inequalities• Linear equations

Resource Areas

Four separate goals/two different audiences:1. Professional development for teachers2. Motivating students by showing real-life

applications of math in careers3. Modeling persistence & creativity for

learners4. Visualizations/animations/simulations

Conceptual Outline

Concept Themes + Topics for Resource Area materials = a calibrated way to assemble and utilize resources to address this need

Professional Development

• Motivating learners• Productive and diagnostic

assessments• Real-life applications of algebra• Project-based learning• Action research

Motivating Learners

KERA’s leadership• Samples of career profiles:

– Construction– Agriculture– Manufacturing– Hospitality/travel– Design– Engineering– Retail– Natural Resource Management

Modeling

• Making pictures• Using models• Using graphs & tables• Testing a solution• Rethinking a problem• Explaining why formulas work

Visualization/Animation/Simulation

• Real-world applications• Rates and ratios• Distributive property• Visualizing literal equations• Graph linear equation values• Define slope• Direct variation• Point-slope

References• High School graduation requirements: Mathematics (2005). Prepared by the Education

Commission of the States, Denver: CO. Retrieved July 23, 2006 from: http://mb2.ecs.org/reports/Report.aspx?id=900

• Hodgins, W. (2003). The next big thing is getting small (report on presentation at the 2003 AECT Convention, Anaheim, CA). TechTrends Volume 48 Number1.

• Merrill, M. D. (2001). First principals of instruction. (Submitted for publication to Educational Technology Research and Development).

• National Council of Teachers of Mathematics, The (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: a quest for coherence. Reston, VA: NCTM.

• NTTI; Thirteen/WNET (2006). Retrieved April 25, 2006 from: http://www.thirteen.org/edonline/ntti/

• National Research Council (2000). How people learn: Brain, mind, experience and school. Washington, D.C National Academies Press.

• Seely Brown, J. (1999). Learning, Working, and Playing in the Digital Age. Retrieved 040806 from: http://serendip.brynmawr.edu/sci_edu/seelybrown/

• Wiley, D., editor (2002). Instructional use of learning objects, the. Bloomington, IN: Association for Educational Communication & Technology/Agency for Instructional Technology

For more information:

Contact jflick@ait.net