# Mathematical Sciences Research Institute

Home » Critical Issues in Mathematics Education 2008: Teaching and Learning Algebra

# Workshop

Critical Issues in Mathematics Education 2008: Teaching and Learning Algebra May 14, 2008 - May 16, 2008
 Registration Deadline: May 16, 2008 almost 6 years ago February 14, 2008 about 6 years ago
Series: Critical Issues
Organizers Al Cuoco, chair, (Center for Mathematics Education), Deborah Ball, ex officio (University of Michigan), Hyman Bass (University of Michigan), Herb Clemens (Ohio State University), James Fey (University of Maryland), Megan Franke (UCLA), Roger Howe (Yale University), Alan Schoenfeld (UC Berkeley), and Ed Silver (University of Michigan).
Speaker(s)

## Show List of Speakers

Description

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 Quantitative Reasoning and the Development of Algebraic Reasoning 719KB Presentation to the National Mathematics Panel Aurora, IL, April 20, 2007 660KB Zalman Usiskin:Session 1.1 Wednesday Alan Schoenfeld: Session 2.1 Thursday Stephanie Ragucci: Session 1.3a Thursday Group Photo (2.97MB)

ACCOMMODATIONS: A block of rooms has been reserved at the hotels below: Double Tree Hotel (Berkeley Marina). Attendees may make their reservations by calling the Hotel Reservation’s Department directly at 1-800-243-0625 or our Central Reservations’ toll-free number at 1-800-222-TREE (8733), or via the internet using their Personalized On-Line Group pageno later than Tuesday, April 22, 2008 by 5PM PST. Please mention the name of the event while making reservations which is: Critical Issues Mathematics. Hotel's complementary shuttle to the UC Berkeley Campus runs every hour. The room rate is $139/ a night. Hotel Durant. Please mention the workshop name and reference the following code when making reservations via phone, fax or e-mail: K20000. Rooms are still available!The room rate is$199/ a night. The Women's Faculty Club University of California, Berkeley. Please make your reservation via phone, fax or e-mail: Tel: (510) 642-4175 Fax: (510) 204-9661 wfc@uclink.berkeley.edu Identify yourself as coming to MSRI, mention the workshop name, and give the name of Robert Bryant as faculty sponsor, the department phone # 642-0143 and a credit card # to guarantee. Rates: Single:$113/night; Double/queen bed:$126; Double/twin beds: $127 The cut-off date for reservations is April 28, 2008 Berkeley City Club 2315 Durant Ave., Berkeley Tel: (510) 848-7800 Fax: (510) 848-5900 berkeleycityclub@aol.com Please mention the name of the event while making reservations which is: Critical Issues Mathematics. Room Rates: Single or Double:$110/ a night Rates include tax, buffet breakfast,and parking. The cut-off date for reservations is April 13, 2008 Important: Please see Travel funding rules and Airline travel reimbursement restrictions.

### Detailed Workshop Schedule with Abstracts (130KB PDF File)

Schedule
May 14, 2008
Wednesday
 03:00 PM - 05:30 PM What are some organizing principles around which one can create a coherent pre-college algebra program? Al Cuoco, James Fey (University of Maryland), Diane Resek, Tom Sallee, Zalman Usiskin 06:45 PM - 07:15 PM The National Mathematics Advisory Panel Report: Summing Up and Taking Stock Deborah Ball (University of Michigan) 07:15 PM - 12:00 AM Report on the NCTM Lenses on High School Mathematics report William McCallum (University of Arizona) 07:45 PM - 08:45 PM Discussants on the presentation Hyman Bass (University of Michigan), Roger Howe (Stanford University)
May 15, 2008
Thursday
 08:15 AM - 09:15 AM 1.3b Parallel Sessions: Question 1 Carol Cho 08:15 AM - 09:15 AM Solving algebra story problems with simple “strip diagrams,” solving them with algebra, and connecting the two approaches. Sybilla Beckmann (University of Georgia) 08:15 AM - 09:15 AM 1.3c Parallel Sessions: Question 1 Pat Thompson 08:15 AM - 09:15 AM Problem Solving Using CME & Core-Plus Stephanie Ragucci, Annette Roskam 08:15 AM - 09:15 AM 1.3c Parallel Sessions: Question 1 Matt Bremer 09:45 AM - 11:15 AM Discussants on the presentation Roger Howe (Stanford University), William McCallum (University of Arizona), Betty Phillips 01:00 PM - 03:00 PM What is known about effective ways for students to make the transition from arithmetic to algebra? David Carraher, Jo Ann Lobato, Alan Schoenfeld (University of California, Berkeley), Uri Treisman 03:30 PM - 04:30 PM 2.2c Parallel Sessions: Question 2 Mark Saul 03:30 PM - 04:30 PM Does 8th grade algebra prepare students for Geometry and high school mathematics? Ted Courant (Bentley School) 03:30 PM - 04:30 PM Strengthening K-5 Arithmetic/Preparing for Algebra Virginia Bastable, Susan Jo Russell, Deborah Schifter 03:30 PM - 04:30 PM How the ideas and language of algebra K-5 set the stage for algebra 8-12 Paul Goldenberg 03:30 PM - 04:30 PM 2.2c Parallel Sessions: Question 2 Betty Phillips 04:30 PM - 06:30 PM The transition from arithmetic to algebra: further perspectives Herb Clemens (University of Utah), Robert Moses (The Algebra Project), Mary Jo Tavormina, Hung-Hsi Wu (University of California, Berkeley)
May 16, 2008
Friday
 08:15 AM - 09:45 AM Discussants on the presentation Hyman Bass (University of Michigan), James Fey (University of Maryland), Ed Silver (University of Michigan) 10:15 AM - 11:45 AM What Algebraic understandings are essential for success in beginning collegiate mathematics? Deborah Hughes Hallett (University of Arizona), William McCallum (University of Arizona), Tom Roby (University of Connecticut) 12:45 PM - 01:45 PM Question 3 Talk William McCallum (University of Arizona) 12:45 PM - 01:45 PM Mining the early mathematics curriculum Glenn Stevens (Boston University) 12:45 PM - 01:45 PM What algebraic understandings do we wish future teachers might gain in college? Dan Chazan, James Fey (University of Maryland) 01:45 PM - 03:15 PM Discussants on the presentation Herb Clemens (University of Utah), Mark Saul 03:45 PM - 05:15 PM Preparing teachers to teach algebra Dan Chazan, Al Cuoco, Hung-Hsi Wu (University of California, Berkeley) 05:15 PM - 05:45 PM Connections among the questions Deborah Ball (University of Michigan)