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All Talk and More Action.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Williams-Candek, Maryellen |
| Copyright Year | 2016 |
| Abstract | How better to begin the study of linear equations in an algebra class than to determine what students already know about the subject? A seventh-grade algebra class in a suburban school undertook a project early in the school year that was completed before they began studying linear relations and functions. Most of the students had experienced the Connected Mathematics 3 curriculum during their sixth-grade year, including the Moving Straight Ahead unit (Lappan et al. 2006). In addition, a few students had taken an online course during the summer to qualify for the honors algebra course. The project, which might have been assigned at the end of a unit in a traditional class, was assigned before the start of the unit. It is detailed in figure 1. By assigning the project early in the unit, students’ prior learning and initial understanding became apparent, offering both a subject for mathematical reasoning and the construction of mathematical arguments. The objective of the project was to determine students’ understanding of proportional relationships regarding ratios, proportions, and equation representations that are more formal and typically part of an algebra 1 curriculum. The task supported the development of an essential understanding from Developing Essential Understanding of Ratios, Proportions, and Proportional Reasoning for Teaching Mathematics in Grades 6–8 (Lobato and Ellis 2010): “A rate is a set of infinitely many equivalent ratios” (p. 42). Further, it aligned with the Common Core’s algebra standards (CCSSI 2010) related to Maryellen Williams-Candek Students’ understanding of proportional relationships become apparent during an algebra project that focuses on constructing mathematical arguments. All Talk and |
| Starting Page | 162 |
| Ending Page | 170 |
| Page Count | 9 |
| File Format | PDF HTM / HTML |
| DOI | 10.5951/mathteacmiddscho.22.3.0162 |
| Volume Number | 22 |
| Alternate Webpage(s) | https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2016/Vol22/Issue3/mtms2016-10-162a/ |
| Alternate Webpage(s) | https://doi.org/10.5951/mathteacmiddscho.22.3.0162 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
