"Meaningful algebra learning remains out of reach for too many learners. If we accept the premise shared by many leading thinkers, organizations, teachers, researchers, and parents, algebra is for all students, yet remains a civil rights issue (Moses & Cobb, 2001) that is an opportunity for only some. In this book I argue that adopting different lenses for what counts as meaningful algebra learning and teaching helps us to think differently. Question: How might teachers, researchers, and leaders realize meaningful algebra education for all students? Answer: Together, with a diversity of…mehr
"Meaningful algebra learning remains out of reach for too many learners. If we accept the premise shared by many leading thinkers, organizations, teachers, researchers, and parents, algebra is for all students, yet remains a civil rights issue (Moses & Cobb, 2001) that is an opportunity for only some. In this book I argue that adopting different lenses for what counts as meaningful algebra learning and teaching helps us to think differently. Question: How might teachers, researchers, and leaders realize meaningful algebra education for all students? Answer: Together, with a diversity of resources, and from a variety of perspectives or lenses on what counts as "meaningful." This book reflects my understandings of how to support meaningful algebra learning as informed by research and practice. My goal is to support your journey in answering this question by making connections between research in algebra education, teaching algebra, and leading ambitious, equitable, antiracist visions for algebra education. My approach in this book is intentionally highly visual with summaries in both textual and image form. Teachers, researchers, leaders, and parents are invited to engage in sketchnoting as a tool to vision and work together to realize opportunities for students to engage in meaningful mathematics learning"--
Nicole L. Fonger is an associate professor of mathematics and mathematics education at Syracuse University, and recipient of the Linking Research and Practice Award from the National Council of Teachers of Mathematics.
Inhaltsangabe
* Contents * Acknowledgments xi * 1. What Counts as Meaningful Algebra Learning 1 The Importance of Algebra 1 Big Question 2 My "Why?" 3 What's My Angle? No Angle, but Many Frameworks or Lenses 3 Structure of the Book 6 * 2. Learn to Sketch, Sketch to Learn 15 Why Should I Sketchnote? 15 Sketchnoting 101 21 Deepening Your Sketchnoting Practice 25 Math Ed Sketchnotes 29 * 3. Algebra Is Something You Do 32 Mainstream Approaches to Doing Algebra 33 Responsive Approaches to Doing Algebra 36 Big Ideas of Algebra as a Course of Study 44 A Recap—What Is Algebra? 49 * 4. Zoom Setting 1: A Focus on Students' Reasoning and Representing in Learning Algebra 51 Learning to "See" Students' Representational Fluency 53 Representational Fluency in Equivalence and Equation Solving 58 Learning to "See" Students' Quantitative Reasoning 62 "Seeing" Students' Functional Thinking 66 * 5. Zoom Setting 2: Supporting Students' Meaningful Algebra Learning Over Time in Classrooms 71 Supporting Meaningful Equation Solving 72 Visual Story 1: Supporting Students' Representational Fluency in Determining Equivalent Expressions With Technology 73 Visual Story 2: Supporting a Functions Approach to Equation Solving 82 Visual Story 3: Supporting the Core Concept of Equations as Equivalence Relations 85 Reflecting on Frameworks of Instructional Supports for Meaningful Learning 90 * 6. Zoom Setting 3: People, Place, and Algebra as a Tool for Critical Literacy 96 What Is Historically Responsive Literacy? 97 Visual Story 1: Historically Responsive Literacy Begins With Relationships and Identities 99 Visual Story 2: Thinking Like City Planners (Intellect) and Modeling Trends (Skills) 104 Visual Story 3: Criticality and Emotion 107 Practical Path Forward: People, Place, and Algebra as a Tool for Critical Literacy 108 * 7. Journeying Toward Antiracism in Algebra 112 Disproportionality in Algebra for All: An Opportunity Gap 113 Journeying to See Racist Structures (Antiracism 101) 115 Practical Path Forward 118 * 8. Tools and Practices for Advancing Algebra Education Together 122 Theme 1: Co-Visioning Meaningful Algebra Learning and Teaching 125 Theme 2: Building Effective Communication 126 Theme 3: Centering the Context, Place, and People of Where You Seek to Understand and Change Students' Opportunities to Learn Meaningful Algebra 128 Theme 4: Co-Creating Knowledge in Community-Engaged Scholarship 129 Centering Equity (An Epilogue) 133 * References 139 * Appendix A. Chapter 2: Additional Sketchnoting Resources 147 * Appendix B. Chapter 4: Additional Research 149 * Appendix C. Chapter 5: Additional Activity Design Notes 151 * Appendix D. Chapter 6: Research and Resources on Historically Responsive Literacy in Math 153 * Appendix E. Chapter 7: Toward Antiracism 159 * Index 169 * About the Author 173
* Contents * Acknowledgments xi * 1. What Counts as Meaningful Algebra Learning 1 The Importance of Algebra 1 Big Question 2 My "Why?" 3 What's My Angle? No Angle, but Many Frameworks or Lenses 3 Structure of the Book 6 * 2. Learn to Sketch, Sketch to Learn 15 Why Should I Sketchnote? 15 Sketchnoting 101 21 Deepening Your Sketchnoting Practice 25 Math Ed Sketchnotes 29 * 3. Algebra Is Something You Do 32 Mainstream Approaches to Doing Algebra 33 Responsive Approaches to Doing Algebra 36 Big Ideas of Algebra as a Course of Study 44 A Recap—What Is Algebra? 49 * 4. Zoom Setting 1: A Focus on Students' Reasoning and Representing in Learning Algebra 51 Learning to "See" Students' Representational Fluency 53 Representational Fluency in Equivalence and Equation Solving 58 Learning to "See" Students' Quantitative Reasoning 62 "Seeing" Students' Functional Thinking 66 * 5. Zoom Setting 2: Supporting Students' Meaningful Algebra Learning Over Time in Classrooms 71 Supporting Meaningful Equation Solving 72 Visual Story 1: Supporting Students' Representational Fluency in Determining Equivalent Expressions With Technology 73 Visual Story 2: Supporting a Functions Approach to Equation Solving 82 Visual Story 3: Supporting the Core Concept of Equations as Equivalence Relations 85 Reflecting on Frameworks of Instructional Supports for Meaningful Learning 90 * 6. Zoom Setting 3: People, Place, and Algebra as a Tool for Critical Literacy 96 What Is Historically Responsive Literacy? 97 Visual Story 1: Historically Responsive Literacy Begins With Relationships and Identities 99 Visual Story 2: Thinking Like City Planners (Intellect) and Modeling Trends (Skills) 104 Visual Story 3: Criticality and Emotion 107 Practical Path Forward: People, Place, and Algebra as a Tool for Critical Literacy 108 * 7. Journeying Toward Antiracism in Algebra 112 Disproportionality in Algebra for All: An Opportunity Gap 113 Journeying to See Racist Structures (Antiracism 101) 115 Practical Path Forward 118 * 8. Tools and Practices for Advancing Algebra Education Together 122 Theme 1: Co-Visioning Meaningful Algebra Learning and Teaching 125 Theme 2: Building Effective Communication 126 Theme 3: Centering the Context, Place, and People of Where You Seek to Understand and Change Students' Opportunities to Learn Meaningful Algebra 128 Theme 4: Co-Creating Knowledge in Community-Engaged Scholarship 129 Centering Equity (An Epilogue) 133 * References 139 * Appendix A. Chapter 2: Additional Sketchnoting Resources 147 * Appendix B. Chapter 4: Additional Research 149 * Appendix C. Chapter 5: Additional Activity Design Notes 151 * Appendix D. Chapter 6: Research and Resources on Historically Responsive Literacy in Math 153 * Appendix E. Chapter 7: Toward Antiracism 159 * Index 169 * About the Author 173
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