EDCI 602 BLOG # 1

In making decisions regarding which six lessons to teach first in our algebra class, we thought about the basic computational skills that are necessary in order to be successful in algebra and upper level math courses. Both I and the other second year teacher taught algebra two during the school year. We used our knowledge of the weaknesses of our algebra two students to determine what foundational lessons needed to be covered at the beginning of an algebra course. Last year, I learned that one of the most challenging aspects of the class for the students is performing accurate computations. Thus, the first few lessons of the summer school session were designed to give the students the basic foundation to eventually be able to relate a real world problem to an algebraic problem, and to accurately perform the computations that are necessary to solve the algebraic problems.

The lesson on translating between verbal and algebraic expressions is the beginning foundation for being able to translate real world problems to algebraic equations and inequalities. The lessons on simplifying and evaluating expressions by performing operations on integers, rational numbers, and irrational numbers, order of operations, and scientific notation, were aimed at making sure the student is able to correctly perform the computations that may be necessary to solve a specific problem.

Because the ultimate goal of an algebra course is to teach the student how to solve real world problems algebraically, the above objectives are appropriate. The objectives are appropriate in terms of development because a thorough understanding of the above topics is needed in order to be successful in the course. For example, a student will not be able to successfully solve an equation if he/she does not know how to correctly add integers and fractions or does not know the order of operations (when solving an equation, the inverse operations are performed in opposite order).

With regard to instructional decisions, we decided to primarily utilize the following lesson structure: input (lecture), modeling, guided practice, individual or group activity, closure, and time permitting, independent practice (homework). We use the guided practice and independent practice time to individually assist students at their desks as needed. It was important for us to include an activity in the lessons in order to keep the students engaged, especially since the students are attending the same class for four hours. Examples of the types of activities included matching a problem with the appropriate rule to simplify the problem, and a relay process of performing the order of operations such that every student had a particular role in solving the problem. We also decided to incorporate into our lessons review of the prior lessons since the course is very fast-paced. Furthermore, when possible, we included review of topics which were not able to be taught in separate lessons given the brevity of the course. For example, the classifications of real numbers were reviewed during the lesson on integers and fractions.

The inductive strategy of concept attainment was employed in the lesson on scientific notation. The teacher drew a line down the middle of the whiteboard and began writing numbers on either side of the board, pausing every so often to prompt students to articulate the rules of scientific notation. This strategy was selected because in order for the student to master the objective for writing numbers in scientific notation and performing operations in scientific notation, he/she must recall what scientific notation format looks like and must be able to distinguish it from standard notation. The inductive method helps the student to remember the format because the student was engaged in a process that allowed the student to consider for himself/herself the differences between scientific notation and other ways of writing numbers.