Making Algebra Meaningful
A Visual Approach to Math Literacy for All
Published on 23. August 2024
Book
Hardback
192 pages
978-0-8077-6997-3 (ISBN)
Description
An essential understanding of the uses and practices of algebra remain out of reach for many students. In this book, award-winning researcher Dr. Nicole Fonger addresses the issue of how to support all learners to experience algebra as meaningful. In a highly visual approach, the book details four research-based lenses with examples from 9th-grade algebra classrooms: (1) students' algebraic reasoning and representing; (2) goal-directed classroom practices with technology; (3) culturally and historically responsive algebra literacy; and (4) teachers' journeys toward antiracism. The author makes connections among research in algebra education; teaching algebra; and leading ambitious, equitable, and antiracist visions for algebra education.
By the End of This Book, You Will:
Learn how to support students to fluently reason and represent expressions, equations, and functions.
Learn how to design algebra lessons that are culturally and historically responsive to students' experiences and social justice issues.
Learn to use sketch notes to reflect on and communicate complex ideas in teaching and learning algebra.
Have a set of tools for guiding the design of instruction to support meaningful algebra learning for all students.
By the End of This Book, You Will:
Learn how to support students to fluently reason and represent expressions, equations, and functions.
Learn how to design algebra lessons that are culturally and historically responsive to students' experiences and social justice issues.
Learn to use sketch notes to reflect on and communicate complex ideas in teaching and learning algebra.
Have a set of tools for guiding the design of instruction to support meaningful algebra learning for all students.
More details
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
Dimensions
Height: 260 mm
Width: 184 mm
ISBN-13
978-0-8077-6997-3 (9780807769973)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
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.
Content
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
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