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Math Musings: An Adult Numeracy Blog

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Teaching Math to ESOL Learners: A Reflection
For this installment we’re featuring a special guest blog by Sister Margaret Lanen of Notre Dame Education Center in South Boston (http://www.ndecboston.org) When I was asked to teach a math class once a week this year, I was most willing. I taught algebra, geometry and advanced math in high school for many years and thought … Continue reading Teaching Math to ESOL Learners: A Reflection
What Does It Mean for Math to Be Relevant to Adult Learners?
by Melissa Braaten When I am trying to prioritize my curriculum and to build buy-in from my students, I am always trying to think about how to make the math relevant to them. But what does relevance mean?  Is it relevant for someone to learn math that they might use someday in a career they … Continue reading What Does It Mean for Math to Be Relevant to Adult Learners?

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.