41. Algebra Not an attempt to teach algebra but to explain what it is. algebra Fun with CalendarsA fun mathematical puzzle using calendars to play with your friends. http://www.amatyc.org/OnlineResource/Algebra.html

Online Resource Algebra The American Mathematical Association of Two-Year Colleges Funding for the creation of this resource was provided by the AMATYC Foundation. The site is maintained by Lance Hemlow. Original research by Karen Pagel. Technical expertise by Jim Roznowski. Back to Topics Table With the changing nature of the Internet, these sites may no longer exist or they may exist in different formats. To suggest new sites for inclusion, to report bad links, or to comment on any of the listings in this resource, please use the feedback form Algebra: An overview This personal homepage is exactly what the title suggests an overview of Algebra. Not an attempt to teach Algebra but to explain what it is. Algebra -Fun with Calendars A fun mathematical puzzle using calendars to play with your friends. (Or teachers, with your class.) AlgebraHelp.com, Calls itself the fastest growing online source for help with algebra. Website features lessons to learn or refresh old skills, calculators that show how to solve problems step-by-step, and interactive worksheets to test skills. Algebra Online Free service designed to allow students, parents, and educators throughout the world to communicate. This includes free private tutoring, live chat, and a message board, among many other features. Questions and discussions relating to all levels of mathematics (not just Algebra) are welcome

42. Teach Canada - The Web Guide For Canadian Educators in and develops software focusing on Computer algebra (CA). http//www.orcca.on.ca/,Last Updated on 3/13/2002. 2/9/2003 103007 AM Copyright 2002 teach Canada. http://www.teachcanada.ca/xcdirectory120/directory/XcDirViewInCat.asp?ID=739

43. EJSE, V2, N2, McDermott: How We Teach And How Students Learn — A Mismatch? to apply them in a few special cases, instructors hope to teach students how sectionof calculusbased physics and a regular section of algebra-based physics. http://unr.edu/homepage/jcannon/ejse/mcdermott.html

Editor's note: This article first appeared in the American Journal of Physics American Association of Physics Teachers . The editors are most appreciative for their permission to reprint this guest commentary. Please visit their sites linked above. How we teach and how students learn A mismatch? by Lillian C. McDermott University of Washington During the past fifteen years, a steadily increasing number of physicists have been contributing to the growth of a new field for scholarly inquiry: the learning and teaching of physics. We have by now a rich source of documented information in the many published reports of this research. At this point, it seems reasonable to ask whether we have learned anything from this collective experience that would be useful in current efforts to bring about innovative reform in the introductory course. Results from research indicate that at all levels of instruction the difference between what is taught and what is learned is often greater than most instructors realize. This discrepancy suggests the following question: Is there a corresponding mismatch between how we teach and how students learn?

44. Algebra And Activism: Removing The Shackles Of Low Expectations // Kathy Checkle Her father's concern about her mathematics education brought him intothe classroom to teach algebra—and he's been there ever since. http://www.ascd.org/readingroom/edlead/0110/checkley.html

Volume Number October 2001 What Should We Teach? Algebra and Activism: Removing the Shackles of Low Expectations A Conversation with Robert P. Moses Kathy Checkley Robert P. Moses taught middle school mathematics at Horace Mann School in New York City from 1958 to 1961. In the early 1960s, Moses was a key organizer for the Civil Rights movement as a field secretary for the Student Non-Violent Coordinating Committee. From 1969 to 1975, he worked for the Ministry of Education in Tanzania, Africa. As a MacArthur Fellow from 1982 to 1987, Moses taught 7th and 8th grade algebra full time as a school volunteer in the Open Program of the Martin Luther King Elementary School in Cambridge, Massachusetts. When he was a civil rights worker in Mississippi, Moses came to understand the power of a united community. Once members of the African American community determined that they wanted, needed, and would have the right to vote, nothing could stop the momentum. Moses, who now heads the Algebra Project, believes that the same collective effort can transform the education experience for those children who have traditionally been held to the lowest expectations. One Man One Vote has now become Each One Teach One. And the prize is algebra. Why is algebra the focus of your project?

45. Mathematics Achievement Partnerships Institute (Year 1) UCRRCC-Norco-Corona This project aims at increasing teachers'ability to teach or to lead a group of teachers to teach algebra I. After a http://csmp.ucop.edu/cmp/map/programs.php

Programs Algebra Academy (Jehue Middle School) This academy trains teachers to teach the contents of Algebra I and its immediate suppport materials in summer schools. http://tepd.ucop.edu/tepd/cpdi/cpdi_home.html Algebra Institute (Year 1) UCR-RCC-Norco-Corona This project aims at increasing teachers' ability to teach or to lead a group of teachers to teach Algebra I. After a brief introduction to Number Sense, the content focuses on proportions and linear functions. http://tepd.ucop.edu/tepd/cpdi/cpdi_home.html Middle School Academy I This project is funded by CSMP. This is the first of a two-years program. It aims at elevating teachers ability to teach or to lead a group of teachers to teach Algebra I. Its content focuses are on proportion and linear functions. http://csmp.ucop.edu Middle School Academy II This project is funded by CSMP. This is the second of a two-parts program. It aims at elevating teachers ability to teach or to lead a group of teachers to teach Algebra I. Its content focuses are on exponents and non-linear functions. http://csmp.ucop.edu

46. Mathematics Achievement Partnerships algebra Academy For teachers in grades 69 who teach the California algebra Istandards in summer schools, regardless of the titles of the courses or the http://csmp.ucop.edu/cmp/map/general.php

General Information Mathematics Achievement Partnerships A Collaborative Partnership between University of California Riverside, CSU San Bernardino, Riverside Community College, Riverside County Office of Education, San Bernardino County Superintendent of Schools offers programs in California Professional Development Institutes in Mathematics (CPDI) California Mathematics Project (CMP) WANTED! Participants for Regional Mathematics Academies in 2002-2003 based on the California Mathematics Standards! Who: YOU may be eligible for one of the truly wonderful TOTALLY FREE, professional development opportunity, stipend included. What Participants Will Gain: A profound understanding of fundamental mathematics and instructional strategies as related to the California Mathematics Content Standards and the 1999 Mathematics Framework, assessment materials, continuing education sessions stipend, instruction from college professors and teacher leaders, a useful kit of resources and materials and access to a supportive community. In addition, participants will receive a stipend after completion of each program. Participants may use completed programs to apply university credits through UCR Extension at a fee. The Programs: Upper Elementary Mathematics Institute: For teachers in self-contained classrooms, grades 4-7, whose schools are willing to assign them to teach mathematics for all students at their grade level rather than only those students in their own classrooms. Content focus is on pre-algebra. Teams of teachers with administrators from a school or a district are encouraged to attend.

47. Teach Online: Algebra - Make Money Teaching Algebra Online! teach a Class Online for algebra ! Charge any course fee you want. You canmake money online right now UniversalClass teach Online algebra. http://boards.universalclass.com/requests/detail/2066.htm

Join Now Sign In Money I've Earned My Awards ... Shopping Cart Thursday, April 3, 2003 You Are Here: Home Request Details: algebra View Requests by: Subject Department Date Fee ... Post Request Categories Accounting Alternative Medicine Biology/Sciences Business ... Special Offers My Views My Classes My Reminders $$ Money I've Earned Course Catalog ... Global Search My To Do's Create a Class Join/Remove a Class My Settings Change Password Edit My Profile Edit My Resume Help ... LogOff Teach Online: algebra View Requests Post New Request Post Reply This request was posted on 12/2/2002 8:11:03 PM by kwame . If you would like to fulfill this request you can create a class right now for free. You can also reply to this request here Original Course Request posted by kwame on 12/2/2002 8:11:03 PM Subject: algebra Description: algebra formulas Department: Mathematics Course Type: Instruction Course Fee: FREE Posted By: kwame Request Date: 12/2/2002 8:11:03 PM Available Classes in Mathematics: Course Title: Algebra 1A: An Introduction (1 high school semester) Description: Enroll Now!

48. Teach Online: Course Requests By Date will teach me to read, speak, and write spanish. I need an advanced class becausei already know that greetings and numbers in spanish . 1602. algebra (6 http://boards.universalclass.com/requests/view/41.htm

Join Now Sign In Money I've Earned My Awards ... Shopping Cart Thursday, April 3, 2003 You Are Here: Home Course Requests by Date View Requests by: Subject Department Date - Fee Type Post Request Categories Accounting Alternative Medicine Biology/Sciences Business ... Special Offers My Views My Classes My Reminders $$ Money I've Earned Course Catalog ... Global Search My To Do's Create a Class Join/Remove a Class My Settings Change Password Edit My Profile Edit My Resume Help ... LogOff The following is a list of course requests posted by potential students ordered by Date . If you are looking for a class to take and have not been able to find a suitable match in our course catalog , then try posting a request for the course. Page 41 of 44 Subject Department Request Date Fee ... Gregg Shorthand (6 replies) Human Resources FREE Online Class Gregg Shorthand... (4 replies) Online Class Spanish Spanish Studies FREE ... Algebra (6 replies) Mathematics FREE Online Class The basics of Algebra and/or Algebra1... ... Tutorial in Accounting (2 replies) Accounting FREE Online Class Beginning Accounting, Journals,Ledgers and Reports,... ... German Language (4 replies) Advice FREE Online Class Want to learn Basic German Language....

49. Algebra For All? Because of this substantial social responsibility, many educators haveargued that we should aim to teach algebra to all students. http://www.picciotto.org/math-ed/algebra-for-all.html

http://www.picciotto.org/math-ed/algebra-for-all.html Visit Henri Picciotto's Math Education Page Send me email This short article explains how the textbook Algebra: Themes, Tools, Concepts (by Anita Wah and Henri Picciotto) and the Lab Gear (an algebra manipulative designed by Henri Picciotto) attempt to make the algebra course both more accessible and more mathematically rich. Outline Functions at the Core Geometric Connections Algebra for All? by Henri Picciotto Over the past several years, many in the math reform movement have pointed out that algebra plays the role of a "filter". The class is difficult to get into, and difficult to pass. Even students who pass the class often show minimum understanding of the ideas involved. (If you don't believe this, just think of the number of adults you know who got A's and B's in algebra and yet do not remember any of it.) Since facility with algebra is essential to further work in mathematics, as well as in all the sciences, the algebra course serves a gatekeeper to many college preparatory courses, and therefore to college admissions. The College Board even claims that success in algebra and geometry is the best predictor of graduation from college. Because of this substantial social responsibility, many educators have argued that we should aim to teach algebra to all students. In fact, the legislatures in a number of states have made passing an algebra course a requirement for high school graduation. Unfortunately, this is easier said than done: attempts to teach the traditional course in the traditional way to a broader population have often led to record numbers of D's and F's.

50. Cmcmath : Asil 630 Et Al Let A Diverse Group of Students teach Us To teach algebra. Barry Manganteachers face increasing demands to teach algebra to all students. http://www.cmc-math.org/AsilReg630

Home Membership Conferences Affiliates ... Officers and Contact Information Asil 630 et al Saturday, 4:00-5:30 Pacific Grove Middle School TICKET REQUIRED LEVEL: 5-7 TYPE: W Teaching Fractions? Not a Problem! Helen Condos Experience the teaching of fractions within a meaningful frame. This session will offer you the opportunity to explore a conceptual approach to the teaching of fractions. Understanding fractions is the link to the mastery of fraction skills. TICKET REQUIRED LEVEL: 6-9 TYPE: W Developing Algebraic Understanding in Middle School Do some developmental problems from CPM's Foundations for Algebra courses and Algebra One that highlight how students learn algebraic concepts using a concrete visual approach. Topics from 6th-8th grade that prepare students for the CAHSEE. LEVEL: 9-12 TYPE: INT Let A Diverse Group of Students Teach Us To Teach Algebra Listen to a panel of high school students of color tell us how to teach so they can really learn and understand algebra and become mathematically powerful. TICKET REQUIRED LEVEL: 4-7 TYPE: W Decadice by Box Cars and One-Eyed Jacks Our newest workshop features excellent activities for place value, rounding, probability, data management activities and more. Loads of journal writing questions, student samples will be shared.

51. Teach Yourself Algebra (Teach Yourself Series) teach Yourself algebra (teach Yourself Series). http://hallmathematics.com/pure_mathematics/1104.shtml

Teach Yourself Algebra (Teach Yourself Series) Home Mathematics Pure Mathematics by P. Abbott M. E. Wardle (Contributor) See More Details Paperback - 352 pages 2nd edition (October 1996) NTC Publishing Group; ISBN: 0844231177 ; Dimensions (in inches): 1.44 x 8.37 x 5.67 Reviews Editorial Reviews Synopsis This classic introduction to algebra is suitable for students meeting the subject for the first time or needing to brush up on it before an exam. Explaining what algebra is and its various components, such as equations, factors, and indices, the book also shows how to solve equations of all kindslinear, simultaneous, and quadraticall explained with the help of numerous examples.

52. Articles By John Mathews Using a Computer algebra System to teach Double Integration, International Journalof Mathematical Education in Science and Technology, SeptemberOctober 1990 http://math.fullerton.edu/mathews/articles/articles.htm

Articles by John Mathews A Correspondence on Telescoping Series, with Dan Kalman , Pi Mu Epsilon J., Fall 1995, Vol. 10, No. 3, pp. 169-182. j x with Kurtis D. Fink , The AMATYC Review, 1995, Vol. 16, No. 2, pp. 28-29. Using MATLAB as a Programming Language for Numerical Analysis, with Kurtis D. Fink , International Journal of Mathematics Education in Science and Technology, 1994, Vol. 25, No. 4, pp. 481-490. Using MATLAB to Obtain both Numerical and Graphical Solutions to Hyperbolic P.D.E.'s, Computers in Education Division of the American Society of Engineering Education, January-March 1994, Vol. IV, No. 1, pp. 58-60. The Integral of x The College Mathematics Journal, March 1994, Vol. 25, No. 2, pp. 142-144. Using Mathematica to Teach Bessel Functions, with Richard C. Gilbert , International Journal of Mathematics Education in Science and Technology, 1993, Vol. 24, No. 1, pp. 45-53. Summing Geometric Series Recursively, Mathematics and Computer Education J., 1993, Vol. 27, No. 2, pp.125-128. The Shape of a Projectile's Path: Explorations with a Computer Algebra System

53. Sacbee: The X Factor Treisman, a lifelong lover of math who not only dreams about algebra but dreamsin it, said that as schools embrace algebra and teach it better and as more http://www.sacbee.com/news/projects/algebra/121000.html

About this series Day One A sore subject Lesson 1: Encounters with X Editorial: Fear, loathing and algebra Day Two True tales of algebra Lesson 2: The simpler, the better Day Three Applied math Lesson 3: Another way to simplify Day Four From papyrus to PCs Lesson 4: Excellent exponents Day Five Shaking up schools Final exam Helping with X Join in The Bee's Algebra Forum ... Bee projects index A sore subject: State's new algebra crusade aims to open minds and doors Faces of algebra Eighth-grader Manpreet Kaur works out an algebra homework problem during class at Spring View Middle School in Rocklin. New state laws make algebra a required class for all high school students to graduate, and California's academic standards say algebra should be taught in eighth grade, if possible. Bee/Lezlie Sterling By Deb Kollars Bee Staff Writer (Published Dec. 10, 2000) Say you're at a party. There are 25 people there. You bring up a certain subject from school that we'll call "x." There are 12 loud groans, 10 blank stares and three little cries of delight. What is x?

54. Innovations In Teaching Abstract Algebra package or pedagogical technique, this volume gives the reader an introduction toa wide range of ideas that have been used to teach abstract algebra over the http://www.maa.org/pubs/books/nte60.html

Innovations in Teaching Abstract Algebra Allen Hibbard and Ellen Maycock Series: MAA Notes Since many of the articles rely on colored diagrams, have downloadable materials, or are best read while using some particular software, the editors have created a web site that accompanies the volume. It can be found at: http://www.central.edu/MAANotes/ Contents I. Engaging Students in Abstract Algebra Active Learning in Abstract Algebra: An Arsenal of Techniques A Modified Discovery Approach to Teaching and Learning Abstract Algebra On Driving Students to Abstractions Using Geometry in Teaching Group Theory An Abstract Algebra Research Project: How many solutions does x + 1 = have? II. Using Software to Approach Abstract Algebra Laboratory Experiences in Group Theory : A Discovery Approach Learning Beginning Group Theory with Finite Group Behavior Discovering Abstract Algebra with ISETL Teaching Abstract Algebra with ISETL Using ISETL and Cooperative Learning to Teach Abstract Algebra: An Instructor's View Using GAP in an Abstract Algebra Class Experiments with Finite Linear Groups Using MATLAB Some Uses of Maple in the Teaching of Modern Algebra Using Mathematica to Explore Abstract Algebra III. Learning Algebra Through Applications and Problem Solving.

55. Teaching Linear Algebra It shows that many of us who teach linear algebra face the same problems we haveall seen the fog roll in as we hit the more abstract portion of the course. http://www.maa.org/reviews/linearalg.html

Read This! The MAA Online book review column Resources for Teaching Linear Algebra Edited by David Carlson, Charles R. Johnson, David Lay, Duane Porter, Ann Watkins, and William Watkins Reviewed by Rebecca Berg The articles in this collection discuss both the content of linear algebra courses and approaches to teaching such courses. The authors address elementary topics, such as row reduction, and more advanced topics, such as sparse matrices, iterative methods and pseudo-inverses. There are agreements: "Only under torture would I tell a student about Kramer's rule..."(Almon); "As an example of how familiarity with determinants can rot your brain...." (Axler). There are, of course, also areas of disagreement, as when Dubinsky disagrees with the LACSG recommendations. There are well-known applications, such as Markov chains, and some not-so-well-known applications, such as Fisher's theorem on complete bipartite subgraphs (bicliques). There are articles from the users of matrix algebra: computer graphics, computer science and others. The articles together constitute a thoughtful, well-written, challenging and often entertaining discussion of this important area of mathematics. PART I, "The Role of Linear Algebra," is a perfect way to begin this book. Alan Tucker gives a nice survey of the history of linear algebra with many historical notes on people such as Leibniz, (Wilhelm) Jordan, Babbage, von Neumann and Turing. He emphasizes the importance of linear algebra for its applicability and its role in computation. He discusses the pedagogical importance of linear algebra as a "very accessible geometrically based theory whose study serves as preparation to more abstract upper-division courses." (p.10). He also gives a nice overview of the history of the linear algebra course in the undergraduate curriculum.

56. Lessons By Susan Boone What subject do you teach? Math 68 algebra I algebra II Other N/A. Please tellme how you used these lessons in your class. THANK YOU FOR TAKING THIS SURVEY. http://www.crpc.rice.edu/CRPC/GT/sboone/Lessons/lptitle.html

57. Frequently Asked Questions - The Algebra Mentor For Teachers Curriculum Do we have to teach the lessons exactly as The algebra Mentor for teachersdoes? When we formed our team of algebra I teachers, we http://www.algebramentor.com/faq.html

Contact information: Advantage Curriculum P.O. Box 458 Vidor, TX 77670 phone: 409-783-3100 fax: 409-783-1270 AdvgCurriculum@aol.com www.AlgebraMentor.com HOME Software CD ... Classroom Management Suggestions Frequently Asked Questions (you are here) "Every Teacher Deserves a Mentor." Frequently Asked Questions What is the recommended scheduling of Algebra I while using The Algebra Mentor for Teachers? The Algebra Mentor for Teachers Curriculum is most effective when students are in class for 90 minutes every day, all year long. If your school is not on block scheduling, combining fifty-minute classes is a good option. (There is plenty to do in 100 minutes a day.) If this scheduling is not an option at your school, The Algebra Mentor for Teachers Curriculum could still be beneficial. Special topics such as geometry, fractions, one-variable and two-variable word problems could be de-emphasized. Some topics, such as slope and simplifying radicals are taught over many days. These topics could be taught in one day. Our program can be adapted to many different scheduling situations. Does The Algebra Mentor for Teachers Curriculum help students that have traditionally done poorly in math?

58. The Black World Today - Content Articles At Lanier High School in Jackson, where Moses commutes from Cambridge, Massachusettseach week to teach math, the algebra Project and its sister organization http://athena.tbwt.com/content/article.asp?articleid=725

59. Math Songs:Using Music To Teach Math Facts And Concepts Songs for teaching Music to teach Math Facts and Concepts Addition, Subtraction,Multiplication, Division Advanced Math, algebra, and Geometry Music stirs http://www.songsforteaching.com/Math.html

Songs for Teaching Music to Teach Math Facts and Concepts Addition, Subtraction, Multiplication, Division Advanced Math, Algebra, and Geometry numbers, exponents, multiples, quotients, and circumference helps students internalize the Harry Guffee Do the Math! and Got Math? Sound clips are available from these pages. Early Number and Counting Skills Please visit our Songs to Teach Elementary Concepts Multiplication and Division Tables 2 Times Table Sara Jordan Publishing Three Is a Magic Number Schoolhouse Rock Clap Your Hands! (4 Times Table) Sara Jordan's 3R Rap The Four-Legged Zoo Schoolhouse Rock Dividing by 4 Sara Jordan Publishing 5 Times Table Sara Jordan Publishing Multiplication Rap: Freestyle, Let's Go (Eleven) Sing 2 School Multiplication Rap: Master 5 Sing 2 School Multiplication Rap: Zero, Zero Sing 2 School Five: Ready or Not, Here I Come Schoolhouse Rock 7 Times Table Sara Jordan Publishing Egg Shell Heaven (7 Times Table) Sara Jordan's 3R Rap Dividing by 7 Sara Jordan Publishing Figure Eight Schoolhouse Rock 11 Times Table Sara Jordan Addition and Subtraction Adding or 1 Sara Jordan Publishing Basic Facts to 6 Sara Jordan Publishing Double + 1 Sara Jordan Publishing Extensions of Basic Facts Sara Jordan Publishing Minuends to 6 Sara Jordan Publishing Minuends to 18 Sara Jordan Publishing Subtracting or 1 Sara Jordan Publishing Miscellaneous Math Songs Action Fraction Hap Palmer Born to Add Sesame Street 18 Wheels on a Big Rig Stuart Mitchell Perimeter Amy Lowe The Statistics Song Science Court

60. Helping Students Over The Algebra Hump assistant professor of mathematics Eric Hsu notes, but to create time and spacefor teachers to really refine and reflect on the way they teach algebra. . http://www.sfsu.edu/~news/2003/6.htm

Helping students over the algebra hump More Campus Headlines News Archive Contact Public Affairs January 16, 2003 One of the toughest math problems encountered in grades K-12 doesn't involve numbers and formulas. The problem that stumps educators nationwide is: How do you get students over the algebra hump? Three SFSU faculty have been awarded $3.3 million from the National Science Foundation (NSF) to help solve that problem. Eric Hsu, Judith Kysh and Diane Resek will lead a 4-year effort to discover better methods for engaging students in algebra, in ways that will improve both their understanding and their pass rates. Algebra performance in high schools is dismal, and students who can't master the material are effectively locked out of the "college track." And, while failure to understand algebra has long been a bottleneck for the college-bound, it now threatens to curb high school graduations, too. In states such as California, students can't graduate high school without passing a test that includes a healthy dose of algebra. Once in college, passing algebra is often a barrier for students who want to go into the sciences, especially minority students. The NSF grant aims to discover teaching behaviors and practices that will improve algebra teaching, using existing textbooks and curricula. "We're trying to find techniques that work for real teachers using their current program whatever it is to make algebra more accessible and engaging," says Resek, a professor of mathematics at SFSU.

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