|Registration Deadline:||May 16, 2008 over 6 years ago|
|To apply for Funding you must register by:||February 14, 2008 almost 7 years ago|
- Virginia Bastable
- Sybilla Beckmann (University of Georgia)
- Matt Bremer
- David Bressoud (Macalester College)
- Robert Bryant (Duke University)
- David Carraher
- Dan Chazan
- Carol Cho
- Ted Courant (Bentley School)
- Paul Goldenberg
- Roger Howe (Stanford University)
- Deborah Hughes Hallett (University of Arizona)
- Jo Ann Lobato
- William McCallum (University of Arizona)
- Robert Moses (The Algebra Project)
- Betty Phillips
- Stephanie Ragucci
- Diane Resek
- Tom Roby (University of Connecticut)
- Annette Roskam
- Susan Jo Russell
- Tom Sallee
- Paul Sally
- Mark Saul (The Center for Mathematical Talent)
- Deborah Schifter
- Glenn Stevens (Boston University)
- Pat Thompson
- Uri Treisman
- Zalman Usiskin
- Hung-Hsi Wu (University of California, Berkeley)
Please note: Because we have had such a wonderful response to this workshop, we have run out of space. We're sorry for any inconvenience, but this has forced us to close registration. Thank you for your support and interest in Math Education.
For over two decades, the teaching and learning of algebra has been a focus of mathematics education at the precollege level. This workshop will examine issues in algebra education at two critical points in the continuum from elementary school to undergraduate studies: at the transitions from arithmetic to algebra and from high school to university. In addition, the workshop will involve participants in discussions about various ways to structure an algebra curriculum across the entire K-12 curriculum. The workshop design is guided by three framing questions:
Question 1: What are some organizing principles around which one can create a coherent pre-college algebra program?
There are several curricular approaches to developing coherence in high school algebra, each based on a framework about the nature of algebra and the ways in which students will use algebra in their post-secondary work. We seek answers to this question that articulate the underlying frameworks used by curriculum developers, researchers, and teachers.
Question 2: What is known about effective ways for students to make the transition from arithmetic to algebra?
What does research say about this transition? What kinds of arithmetic experiences help preview and build the need for formal algebra? In what ways does high school and undergraduate mathematics depend on fundamental ideas developed in the transition from arithmetic to algebra? What are some effective pedagogical approaches that help students develop a robust understanding of algebra?
Question 3: What algebraic understandings are essential for success in beginning collegiate mathematics?
What kinds of problems should high school graduates be able to solve? What kinds of technical fluency will they find useful in college or in other post-secondary work? What algebraic habits of mind should students develop in high school? What are the implications of current and emerging technologies on these questions? The audience for the workshop includes mathematicians, mathematics educators, classroom teachers, and education researchers who are concerned with imporving the teaching and learning of algebra across the grades. Sessions feature direct experience with several curricular approaches to algebra, as well as reports from researchers, educators, and members of national committees that are charged with finding ways to increase student achievement in algebra.
|Right-click link and select "Save Target As" or Save Link As" to save a copy of the file onto your computer. The following files are PDF's. Patrick Thomson: Session 1.3c Thursday
May 14, 2008
May 15, 2008
May 16, 2008