Workshop

CIME Transitions - Workshop 5, 2008 Please note: Because we have had such a wonderful response to this workshop, we have run out of space. We're sorry for any inconvenience, but this has forced us to close registration. Thank you for your support and interest in Math Education. For over two decades, the teaching and learning of algebra has been a focus of mathematics education at the precollege level. This workshop will examine issues in algebra education at two critical points in the continuum from elementary school to undergraduate studies: at the transitions from arithmetic to algebra and from high school to university. In addition, the workshop will involve participants in discussions about various ways to structure an algebra curriculum across the entire K-12 curriculum. The workshop design is guided by three framing questions: Question 1: What are some organizing principles around which one can create a coherent pre-college algebra program? There are several curricular approaches to developing coherence in high school algebra, each based on a framework about the nature of algebra and the ways in which students will use algebra in their post-secondary work. We seek answers to this question that articulate the underlying frameworks used by curriculum developers, researchers, and teachers. Question 2: What is known about effective ways for students to make the transition from arithmetic to algebra? What does research say about this transition? What kinds of arithmetic experiences help preview and build the need for formal algebra? In what ways does high school and undergraduate mathematics depend on fundamental ideas developed in the transition from arithmetic to algebra? What are some effective pedagogical approaches that help students develop a robust understanding of algebra? Question 3: What algebraic understandings are essential for success in beginning collegiate mathematics?  What kinds of problems should high school graduates be able to solve? What kinds of technical fluency will they find useful in college or in other post-secondary work? What algebraic habits of mind should students develop in high school? What are the implications of current and emerging technologies on these questions? The audience for the workshop includes mathematicians, mathematics educators, classroom teachers, and education researchers who are concerned with imporving the teaching and learning of algebra across the grades. Sessions feature direct experience with several curricular approaches to algebra, as well as reports from researchers, educators, and members of national committees that are charged with finding ways to increase student achievement in algebra. Right-click link and select "Save Target As" or Save Link As" to save a copy of the file onto your computer. The following files are PDF's. Patrick Thomson: Session 1.3c Thursday Quantitative Reasoning and the Development of Algebraic Reasoning 719KB Presentation to the National Mathematics Panel Aurora, IL, April 20, 2007 660KB Zalman Usiskin:Session 1.1 Wednesday Applications of Groups and Isomorphic to Topics in the Standard Curriculum, Grades 9-11: Part 1 11.8MB Applications of Groups and Isomorphic to Topics in the Standard Curriculum, Grades 9-11: Part 2 11.7MB Buildng Mathematics Curricula with Applications and Modeling 19.2MB Conceptions of School Algebra and Uses of Variables 9.03MB Why is Algebra Important to Learn? 7.70MB Alan Schoenfeld: Session 2.1 Thursday Why Are Word Problems So Darned Hard? 321KB Stephanie Ragucci: Session 1.3a Thursday Quadratic Functions Group Photo (2.97MB)   Detailed Workshop Schedule with Abstracts (130KB PDF File)