Equations, Functions, and Modeling with Real-World Problems in Algebra I

Autor/inn/en	McAllister, Deborah A.; Glidden, Jared L.; Moyer, Peggy S.; Wilkes, Lisa S.
Titel	Equations, Functions, and Modeling with Real-World Problems in Algebra I
Quelle	(2021), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Mathematics Instruction; Mathematics Teachers; State Standards; Faculty Development; Teaching Skills; Pedagogical Content Knowledge; Mathematics Achievement; Teacher Attitudes; Problem Solving; Learning; Secondary School Mathematics; Program Effectiveness; Tennessee + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerverhalten; Problemlösen; Lernen
Abstract	This program focused on improving mathematics content and pedagogy for Algebra I teachers, including regular classroom teachers and exceptional education teachers, as they implemented the Tennessee Mathematics Standards. Concentrating work on a few topics allowed for tightening breadth while increasing depth of content, as well as devoting study to the mathematics required for career choices. A major focus of Algebra I content is working with equations, functions, and modeling of real-world problems. All activities were correlated to Tennessee Standards for Algebra I. The eight Mathematical Practices were woven throughout the activities. The Tennessee Educator Acceleration Model was reviewed with teachers, and activities were presented and analyzed, with regard to the rubric. The 19 TEAM categories meshed with the program objectives. Participants included 24 teachers from across southeast Tennessee. The program timeline included one spring Saturday session, a 5-day summer academy, and two follow-up Saturday sessions in the fall (50 contact hours), and online discussion throughout the spring, summer, and fall. Hands-on activities, using mathematics manipulatives and technology, and constructivist strategies for teaching and learning, were emphasized. Participants demonstrated a significant increase in algebra content knowledge. The program was funded through the Tennessee Higher Education Commission (THEC) Improving Teaching Quality Program. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01