1. Operation: Algebra Collaborating to collect and assemble quality math content for understanding and applying basic algebra

2. Participants Joann Flick, Agency for Instructional Technology, jflick@ait.netjflick@ait.net Laura Hunter, Utah Education Network lhunter@uen.org lhunter@uen.org Linda Hanson, Wisconsin Educational Communications Board lhanson@ecb.state.wi.us lhanson@ecb.state.wi.us Sandy Pelham, Florida Knowledge Network Sandy.Pelham@fldoe.org Sandy.Pelham@fldoe.org Danny Henley, KERA dhenley@kera.org

3. 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.

4. 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

5. 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

6. Concept Themes Algebraic operations Equations & inequalities Linear equations

7. Resource Areas Four separate goals/two different audiences: 1.Professional development for teachers 2.Motivating students by showing real-life applications of math in careers 3.Modeling persistence & creativity for learners 4.Visualizations/animations/simulations

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

9. Professional Development Motivating learners Productive and diagnostic assessments Real-life applications of algebra Project-based learning Action research

10. Motivating Learners KERA’s leadership Samples of career profiles: –Construction –Agriculture –Manufacturing –Hospitality/travel –Design –Engineering –Retail –Natural Resource Management

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

12. Visualization/Animation/ Simulation Real-world applications Rates and ratios Distributive property Visualizing literal equations Graph linear equation values Define slope Direct variation Point-slope

13. 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 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/ 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/ 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

14. For more information: Contact jflick@ait.netjflick@ait.net