Using the Group work and Discussion Practices of the Algebra Project To

Engage Students In Math

DACTM / MDSTA 2013

Peter Benson, Woodrow Wilson Fellow, FlexTech High School, Brighton, pbenson@umich.eduKathlyen Harrison, Woodrow Wilson Fellow, Northwest High School, Jackson, kathharr@umich.edu

Charles Dershimer, Director Woodrow Wilson Fellowship Program, UM

Overview

• What is the Algebra Project?• Teaching context• What the Algebra Project looked like for us• Lessons learned• How we are applying it today

What is the Algebra Project?

• Founded by Bob Moses to specifically address achievement among the poor, low-achieving

• Experiential • Curriculum from daily handout(s)• Work in groups of 3-4• Emphasis on inquiry, probing questions• Collaborative and individual work• Public presentation of thinking• “Are you going to take yourself seriously?”

Teaching context

• Ypsilanti High School• Algebra, pre-calculus, physics, calculus• Algebra students taking algebra for second

time• Pre-calculus and calculus students were, on

average, higher achieving• 1 mentor teacher (4 years experience with

AP), two teaching interns

First project: Setting the stage

Make-Do

Make-Do

Make-Do

Two months later…

Billiards

Billiards

Billiards experience

Classroom

Personal lessons learned

• It takes time to get buy in from students: “when are you going to start teaching us?”

• Older, high achieving students more resistant at outset, but most embraced it later in year

• Start introducing Algebra Project approach to students earlier?

• Apply across the curriculum?

FlexTech High School

• teaching math, physics, and computer science• math: ALEKS-based, dispersed progress, poor fit

for collaboration, good fit for projects• physics: online labs, experiential, student choice• collaborative work difficult to manage for upper

level students with flexible schedules• work published online• computer science: closest fit to Algebra Project

Publishing their work

Why this is useful and needed

• Students ALWAYS have knowledge gaps and NEVER enough time to reteach what is needed

• Range of gaps and abilities• Increased one on one and small group support

from staff and peers• Challenging for all through the use of

questioning practices• Allows for self reflection and individualized help

Benefits

• Retention• Higher Order Thinking• Developing reflection skills• Knowing they can do it• Develops their thinking patterns and helps and

provides a new way of thinking and learning.• Foster academic communication and peer

support

What I Took Away• Students understand things at different times

and shouldn’t be penalized.• They need to feel successful in math, which is a

difficult feeling for them to get.• Showing that you care about them as students

and people.• They will improve if you give them the chance

to do so and the opportunity to show you.• Display student work, they take pride in it.

Northwest

• Rough Start• Adaptations~ every class is different• Successes in student understanding• Demonstration of learning and growth• Academic and personal growth of students• “I wish every math class could be taught this

way starting in elementary school.” ~ Student

Room Set-Up

Demonstration of Learning