Comments on: Math 753 • Session 2

By: Betty Kennemur

Betty Kennemur — Wed, 11 Sep 2013 04:47:10 +0000

As I read Grant Wiggins post I was reminded of my husband’s experiences with Algebra – he had passed it, barely, in high school, but then ran into a need for college algebra as a prerequisite for his professional courses. I was the nerd who had always enjoyed solving algebraic equations, so managed to help him understand enough to (barely) pass that course. His constant lament was that nothing made sense, and it had no purpose (sounds vaguely familiar!) Many years later, we were in a situation where he was working as a reserve firefighter. I will never forget the day he came home and informed me that he had finally figured out how to solve an algebraic equation – because there was a reason to do so. The engineer’s equation determined the water pressure available to various hoses, and only if that was solved correctly could they depend on being able to operate their equipment efficiently. Suddenly, with a very practical reason to solve this rather complicated equation, he could do it just fine.
I have to admit that when my 7th grade pre-algebra students complained “When are we every going to use this?” I don’t think I ever replied “Just wait until you’re a fireman!” My standard reply was “You’re going to need this in Algebra next year.” Pretty lame, I know, but – aside from the fact that the question was usually asked at rather inopportune times – I usually didn’t have a better answer for them. That’s part of the reason I took the opportunity to move back to 6th grade. I am excited about the conversations and the move to make everything we do as practical and relevant as possible, and would echo Teri’s comment above: “Change is in the air . . . and it can only be good!”

By: Teri Simas

Teri Simas — Wed, 11 Sep 2013 03:30:23 +0000

For nine years I have been “one of those” – someone who has taught 8th grade Algebra I in frequently discrete and abstract chunks, pieces and isolated skills. One of the biggest laments from my students over the years has been the question, “when will we ever have to use this?” And I do wish that I would always have had an interesting answer for them to that question, but sadly I have not. I have personally seen how the traditional algebra course can drag the joy and pleasure of learning from a student. My own reaction to the disinterest of my students in the subject has been attempts to give them more opportunities to investigate and learn through inquiry whenever I could, hoping that increasing the discovery of ideas on their own would develop a greater investment and interest in what they were learning. I have struggled a lot to find opportunities in the classroom to show students where they could see where connections could be made for the out of context skills we were covering, but sadly I have not always been successful.
The first time I read the then proposed common core standards for 8th grade I was very excited, because here now there appeared to be movements to lessen students’ disconnect, making the subject more meaningful and the learning more enduring. A teacher who had been teaching at our district’s middle school began teaching 7th grade math and science at my school this year. Last week she said one of the kids on leaving her science class surprised her by saying “I had fun today.” Another teacher asked her “Haven’t you ever heard anyone saying that before?” Her response was simply, “I taught Algebra.”
I am very excited to be teaching 8th grade math right now. This time of transition is energizing – and I KNOW that more of my kids will become turned on to math because of the revisions and shifts in instruction that are going on now. The Standards for Mathematical Practice throughout the levels of education will definitely provide a driving force that will improve and deepen attainment of knowledge, and hopefully also increase students’ affection for mathematics. Change is in the air . . . and it can only be good!

By: Math 753 • Session 3 | Reason and Wonder

Math 753 • Session 3 | Reason and Wonder — Mon, 09 Sep 2013 20:12:38 +0000

[…] ← Math 753 • Session 2 […]

By: Daniel Rocha

Daniel Rocha — Mon, 09 Sep 2013 02:50:56 +0000

Not sure if “this: is where we were supposed to blog about Wiggins bashing of Algebra. As a 4th year teacher of MIddle School math, its amazing at how much I don’t know about math. My Master teacher during my credential program told me I would one day be amazed by how much I didn’t know. And boy was he right.
The question that I am left with would be: If you can teach Geometry by building a desk, how would you teach Algebra. Recently we were taught how to solve algebraic expressions using tape diagrams. Is this satisfactory? I don’t believe it would be since it may not make the connection to real life situations. So I am left wondering, am I doing this right?

By: Charlene Jovel

Charlene Jovel — Mon, 09 Sep 2013 01:56:34 +0000

While reading Grant Wiggins I could not help but smile and agree with so much of what he was saying. I had the experience of going through Algebra courses here in the US and in El Salvador. I had to take algebra twice not because I did not show proficiency the first time, but because the US would not honor my Algebra course from El Salvador which added to my frustration with the subject. I have always questioned why Algebra seemed so abstract and pointless. I could not identify the big general ideas of the course. I think that if you would have asked my 14 yr old self what Algebra taught; I would have responded, “how to isolate X.” Which I now understand is not the point. So why is Algebra such a pointless subject?

I agree will what Wiggins had to say, it is simply taught out of context. Now my questions are many. So really, What are the big ideas in Algebra? What does Arithmetic do, that Algebra can’t and vice-versa. Should Algebra be taught as a focus of patterns and generalizations? After reading the blog I’ve decided that one of Algebra’s big ideas should be Real World Application.

I could not help but wonder the following:

1. Can the arguments made about Algebra (being taught as a set of tools) be made about any math course?
2. How does Elementary (K-6) foster the dislike for mathematics?
3. How can I as a fifth grade teacher help my students be prepared for Algebraic Thinking?