Connecticut Algebra One for All Top Ten List About Learning Algebra

Parents Must be Involved “Children achieve greater success as learners when parents play an active role, regardless of socioeconomic status, ethnic/racial background, or the parents’ own level of education.” “The more intensely parents are involved, the more confident and engaged their children are as learners and the more beneficial the effects on their achievement.”

every parent should ask Algebra Top Ten Questions every parent should ask

Question One What is algebra? Algebra is the study of mathematics that uses the operations of addition, subtraction, multiplication and division to solve for unknown numbers from information given by using symbols. Algebra is the language of opportunity in the 21st Century Algebra develops students’ thinking skills; specifically logic, patterns, problem solving, and reasoning Algebra helps students picture complicated concepts and relationships Algebra is the abstract study of the operations of arithmetic: such as, addition, subtraction, multiplication, etc.. Algebra is the language of mathematics; the language of opportunity in the 21st Century. Algebra develops students’ thinking skills; specifically logic, patterns, problem solving, and reasoning. Algebra helps students picture complicated concepts and relationships through creating and understanding graphic presentations of information used in many subjects.

Question Two Why should my child take mathematics beyond arithmetic? Without solid understanding of algebra, your child will be limited to the least desirable jobs with limited advancement According to Achieve, Inc., nearly 80% of U.S. job opening in next ten years will require some type of post-secondary education or training, which requires at least algebra as a precondition to enrollment The more they know, the more they will earn If you have $8 in your pocket because you just spent $9 for gas, how much money did you start with? Welcome to algebraic thinking; solving for the unknown. - language of science and engineering - essential tool for business and industry and - central to the information revolution

Algebra Pays….. U.S. Bureau of Labor Statistics: Earning for workers 25 and older, by education attainment for median weekly earnings in 2008. Professional Degree $1,923 = $100,000/yr Doctoral Degree $1,527 = $79,400/yr Master’s Degree $1,179 = $61,300/yr Bachelor’s Degree $ 979 = $50,900/yr Associate Degree $ 781 = $40,600/yr Some college $ 714 = $37,100/yr High school graduate $ 606 = $31,500/yr Less than HS diploma $ 450 = $23,400/yr

Great Careers Require More Education STEM refers to science, technology, engineering and mathematics Data from CT Department of Labor CT Careers in Science, Technology, Engineering and Mathematics Report - August 2008

STEM Careers in Connecticut Vary Widely Data from CT Department of Labor CT Careers in Science, Technology, Engineering and Mathematics Report - August 2008

Question Three Why is it important for my child to take algebra in middle and/or high school? Algebra I is “gateway” course Much higher rates of college attendance. At-risk students who take algebra and geometry are three times more likely to attend college Connection to civil rights; Algebra means access to careers Girls with home encouragement (dads) do better in math than those who are not supported Algebra I is often referred to as a “gateway” course because a deep understanding is needed for more advanced mathematics, science, technology and social studies courses in high school and beyond. According to the U.S. Department of Education, students who take algebra and geometry attend college at much higher rates than those who do not. Low-income and at-risk students who take algebra and geometry are three times more likely to attend college. Harlem-born, Harvard-educated Dr. Robert Moses says the connection between civil rights and the right to math literacy is logical. Algebra means access. It unlocks doors to productive careers. Studies show that girls whose parents (especially dads) encourage their daughters to do well in mathematics do better in school than girls who are not supported at home.

Question Four How can I be sure that my child is ready for algebra? According to the National Mathematics Advisory Panel, students need to have three key “readiness” skills: Fluency with Whole Numbers; Fluency with Fractions; and Particular Aspects of Geometry and Measurement. Talk with your child’s teachers about progress in classroom work and the CT Mastery Tests Parents are child’s best and strongest advocate Before students can succeed in Algebra I, they need to have key “readiness” skills. Fluency with Whole Numbers. By the end of Grade 5 or 6, children should have a robust sense of numbers including an understanding of place value and a grasp of the basic operations of addition, subtraction, multiplication, and division and how to apply the operations to problem solving. Fluency with Fractions. Middle school students should have a thorough understanding of positive as well as negative fractions. They should be able to locate positive and negative fractions on a number line; represent and compare fractions, decimals, and related percents; and estimate their size. They need to know that sums, differences, products, and quotients (with nonzero denominators) of fractions are fractions. They should understand why and how (finite) decimal numbers are fractions and know the meaning of percentages. Particular Aspects of Geometry and Measurement. Middle grade experience with similar triangles is most directly relevant for the study of Algebra: Sound treatments of the slope of a straight line and of linear functions depend logically on the properties of similar triangles. Furthermore, students should be able to analyze the properties of two- and three-dimensional shapes using formulas to determine perimeter, area, volume, and surface area. They should also be able to find unknown lengths, angles, and areas. Talk with your child’s elementary and middle school teachers about his or her progress in classroom work and the CT Mastery Tests. Ask what you can do to help such as seek out after school programs, adult mentors or student tutors that can provide extra help to prepare your child for a successful Algebra I learning experience. Parents should be their child’s best and strongest advocate and ensure they take rigorous courses with adequate learning support from qualified teachers.

Question Five My child struggles now with math, maybe he/she can’t learn algebra? All children can learn algebra! Most students’ achievement rises or falls to the level of the expectations, especially from their parents and their teachers Studies have demonstrated that children’s beliefs about the relative importance of effort and ability or inherent talent can be changed, and that increased emphasis on the importance of effort is related to greater engagement in mathematics learning and, through this engagement, improved mathematics grades and achievement, according to the National Mathematics Advisory Panel. All children can learn algebra. Jaime Escalante, a teacher at a troubled inner-city school in East Los Angeles, attracted national attention with his spectacular success teaching advanced mathematics to students who had been considered "unteachable." The movie Stand and Deliver was based on his experiences. The key to his success with struggling youngsters was a very simple time-honored tradition: hard work, and lots of it, for teacher and student alike. Students rise or fall, according to Escalante, to the level of the expectations of those around them, especially their parents and their teachers.

Question Six Can algebra help my child in subjects other than math? Algebra helps students to organize their thinking, and to craft reasonable responses when confronted with changing situations Many higher-level high school mathematics, science, economics, technology and social studies classes require algebra to fully understand the subjects

Question Seven My child doesn’t want to go to college so why should he or she take algebra? Problem-solving and critical-thinking skills can help students even if they do not go to college or pursue a math- or science- related career Many trade apprenticeships require at least Algebra I to enter the program Military services require a passing score on math test that includes algebra to enlist Algebra’s problem-solving and critical-thinking skills can help students even if they do not go to college or pursue a math- or science-related career. Applicants of many trade apprenticeships must pass at least Algebra I to enter the program and some occupational private schools require a math entrance test that includes algebra. Military services require a math test that includes algebra to enlist.

Question Eight Why did the CT State Department of Education (CSDE) develop the CT Algebra One for All Course? Wants to make secondary education and high school graduation more engaging and relevant Typical Algebra I course - a “mile wide and an inch deep”. The courses focus far more on a disconnected set of skills and procedures than on the deep understanding of a few key big ideas and how they are used in real life and in more challenging mathematics and science courses Many existing Algebra I courses remain mired in the past, are taught with limited use of technology and serve far too few students with learning activities that are based on actual life examples The CSDE has been working since 2001 to make secondary education and high school graduation more engaging and relevant to adolescents. CSDE believes that the Algebra One for All curriculum provides common learning expectations that all CT students need, including: deep understanding of important ideas, essential self-reflection of what is being learned, and the combination and application of knowledge and skills with an eye toward life after high school graduation. The typical Algebra I course tends to be a “mile wide and an inch deep” when it comes to learning objectives. The courses focus far more on a disconnected set of skills and procedures than on the deep understanding of a few key big ideas and how they are used in real life and in more challenging mathematics and science courses. Many existing Algebra I courses remain mired in the past, are taught with limited use of technology and serve far too few students with learning activities based on actual life examples.

Question Nine How is the CT Algebra One for All different from the Algebra I course our school district may offer now? Rich in learning tools and technology Provides learning built around real-world contexts, situations and problems Emphasizes depth of understanding rather than breadth of material Provides both individual and group experiences with activities for students who need more help and time on a task and more advanced study for students who are ready to move on The curriculum was developed by CT secondary and higher education mathematics teachers and professors who deeply understand CT standards and expectations for success in algebra as a “gateway” course to higher level mathematics experiences. The curriculum has been reviewed by a wide variety of educators, business leaders and citizens for accuracy, problem-solving and critical-thinking skills development. The curriculum emphasizes depth of understanding rather than breadth of material, is focused on the big ideas of mathematics and expands the understanding of previously learned arithmetic and mathematical concepts and procedures. The course provides opportunities for both individual and group experiences with activities for students who need more help and time on a task and more advanced study for students who are ready to move on. Algebra One for All is rich in interactive learning tools and technology that engages students in thought provoking activities and provides problem-based lessons built around real-world contexts, situations and problems.

Question Ten…Just the Beginning Schools and teachers are responsible for educating my children, what role do I have? According to President Obama, “America cannot succeed unless our students take responsibility for their own education … and responsibility for our children’s education must begin at home.” According to President Obama, “America cannot succeed unless our students take responsibility for their own education … and responsibility for our children’s education must begin at home.” Research confirms that children achieve greater success as learners when parents play an active role, regardless of socioeconomic status, ethnic/racial background, or the parents’ own level of education. Furthermore, the more intensely parents are involved, the more confident and engaged their children are as learners and the more helpful the effects on their achievement.