What's New


Math Musings: An Adult Numeracy Blog

  (Click the title of an entry to read full text.)


Paying Attention to Student Work
by Melissa Braaten Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.  National Council of Teachers of Mathematics, 2014[1] The quote above is a good description of “formative assessment” in mathematics, in which assessment information is sought … Continue reading Paying Attention to Student Work
Connecting Math to ESOL
by Ann Pellagrini I’ve always had a love/hate relationship with math.  In school, even though I was in advanced math classes, I struggled to grasp the concepts because teachers didn’t connect what we were learning to real-world applications. To this day, the only things I remember about geometry are the Escher drawings in the book. … Continue reading Connecting Math to ESOL

What is (AR)2?

 

The Adults Reaching Algebra Readiness series builds upon the content presented in Adult Numeracy lnstruction (ANI) professional development.

(AR)2 begins with a review of linear functions, including in-out tables, equations, and graphs and progresses to systems of equations, always relating to real-life.

Activities then build from linear functions to nonlinear functions and explorations with exponents. Geometry concepts are explored as ways to apply algebraic reasoning in real-life contexts, including both linear and nonlinear examples.

Throughout the sessions, we continue to connect to basic number properties which are the focus on the College and Career Readiness Standards and other core ideas introduced in Teachers Investigating Adult Numeracy (TIAN) and ANI, including

Overarching Objectives

Participants in (AR)2 will be able to:

• turn everyday experiences into opportunities for teaching algebraic topics;

• work with algebraic expressions/equations in various formats: verbal model, input/output tables, graphs and equations;

• solve a system of equations graphically and algebraically;

• manipulate symbols in decontextualized problem to solve various algebraic equations;

• make connections to the College and Career Readiness Standards;

• use real-life problems to analyze linear and nonlinear situations.

Why (AR)2?

The jobs of the 21st century will, at a minimum, require an associate's degree or better. For students to meet these challenges, and with the release of the Career and College Readiness Standards, higher level math skills are needed.

Less than 5% of adult education teachers were math majors in college, and many, at best, only completed up to algebra when they were students.

Both our students and our teachers need strategies to understand these higher level math demands at both the conceptual and algebraic level. (AR)2 helps prepare teachers to meet these challenges.