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Math Training Module: Using the Internet in Support
of GED Math Instruction
Session Five: Algebra
1. Exploring Websites
Procedure
1. Ask participants if they use algebra in their own lives. Ask them
for some examples and write responses on a flip chart.
You may hit a dead end here. Teachers who have little
or no background in math may have no idea when they use algebra in their
lives. Be prepared to offer suggestions, or guided questioning, to get
some answers.
2. Now ask each person to name a pattern in their lives that involves
numbers. Here are some examples: every week I spend $10 on the lottery;
every week I spend an hour getting a manicure; every day I buy a latte
for $2.39; once a month I volunteer a day for Habitat for Humanity; every
weekday I drive 42 miles to work.
3. Now ask them to describe this common pattern using algebraic notation.
Encourage them to work in pairs. Allow 5 minutes.
Don’t expect everyone to have a response and you
shouldn’t put anyone on the spot to give you one.
Ask for volunteers to go to the flip chart or board to describe the pattern
both in words and in notation. Ask a few to explain how they came up with
the notation.
4. Make the following points:
- Adult learners don’t see any relevance in algebra and they resist
having to learn it. Many adult educators don’t see the relevance
either. An activity like the one we just completed helps learners and
educators see the relevance.
- Algebraic thinking is what we use to understand patterns, relationships
and functions; algebra is what we use to describe the patterns in terms
others can understand and use.
- The value in being able to describe patterns algebraically is that
doing so allows you to predict future patterns. This skill has value
at work and in life.
- With algebra, the learner uses mathematical models “to make
predictions, draw conclusions, or better understand quantitative solutions.”
(NCTM Principles and Standards for School Mathematics.)
- Algebra is a key to understanding the patterns of mathematics and
the relationships among quantities.
5. Direct participants to use Handout 5a and review the websites listed.
Tell them to select 3 websites to investigate in depth, answering the
questions listed. Tell them that they should ask themselves, “Is
this algebra?” Allow 60 minutes.
6. Break for 10 minutes.
7. After the break begin with the first website, Patterns in Mathematics
– People Patterns. Use the projector to display the website for
the class. Ask someone who chose to investigate that site to share the
answers to the questions and to navigate the site so others can see examples
of activities and other points of interest. Encourage others who also
investigated the site to offer comments, additional suggestions, and insights.
Repeat the procedure with each of the websites. Try to give everyone a
chance to share but be aware that you need to stick to the schedule. Allow
40 minutes.
8. Wrap up this section by asking for any questions or comments.
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