Download Algebra for everyone by Edgar L Edwards; Mathematics Education Trust PDF

By Edgar L Edwards; Mathematics Education Trust

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It should be our job in the classroom gradually to refine the descriptive everyday talk and explanations into the efficient, technical language and routines of mathematics. How can students in the middle grades get too much practice with interpreting and determining pattems? How can we spend too much time requiring students to describe or explain patterns generated by using mathematics? lt is practically impossible. " Data, analysis, deduction, and observation are schemes that present unlimited opportunities for students’ discussion, writing, and explanation.

Gmrzsn GLENDA LAPPAN The N CTM’s Curriculum and Evaluation Standards for School Mathematics (Standards ) (1989) presents a vision of mathematical power for students that forces us to rethink in fundamental ways what is important for students to know and be able to do in mathematics. The title of this chapter,"Enhancing the Maintenance of Skills" (in algebra), might in the past have conjured up an image of "skills" that could be characterized as algebraic manipulation of symbols or solving word problems of predictable types.

The claim is that consideration of pacing is crucial to reaching that goal. Consider the previously mentioned levels, or categories, of students determined by achievement ranges from the first five grades of elementary school. Although we could do much to improve their program, the two top groups are not the key concem because they do have the opportunity to take algebra,which can open doors for future education and provide opportunities in the work force. As discussed at the beginning of this chapter, the target group is that lower one-fourth of the present student population who do not succeed in algebra.

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