1 / 14

Fostering Conceptual Understanding in Developmental Algebra: Strategies and Insights

This presentation discusses effective strategies for enhancing conceptual understanding in developmental algebra classrooms. Drawing from experiences across various colleges, the focus is on blending traditional and reform curricula to create a more engaging learning environment. Key topics include innovative teaching methods, the importance of active learning, and the role of real-life applications in mathematics education. Participants will gain insights into teaching linear, quadratic, and rational functions through interactive and collaborative approaches, fostering a deeper understanding among students.

illias
Download Presentation

Fostering Conceptual Understanding in Developmental Algebra: Strategies and Insights

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Fostering Conceptual Understanding in a Developmental Algebra Classroom AMATYC 2009 Las Vegas, NV Nov 13th 2009 Gowribalan A. Vamadeva gowribalan.vamadeva@uc.edu University of Cincinnati

  2. BACKGROUND • ASU – 1995 - 1999 • Developmental Algebra & Intermediate Algebra – • Traditional Curriculum – Text Used Pat – Mckeague • BCC – 1999 - 2005 • Pre Algebra, Two Part Pre Algebra, Introductory Algebra, Algebraic Skills, Elementary Algebra • Mixture of reform curriculum & traditional curriculum – Text Used Aufman, Martin Gay, & Alice Kaseburg • More Reformists than Traditionalists • UC – 2005 - Present • Elementary Algebra I, Elementary Algebra II, & Elementary Algebra III • Traditional Curriculum – Text Used Martin Gay & Lial Hornsby

  3. ELEMENTARY ALGEBRA I –MATH 091 Topics include Fractions, Decimals, Integers, Rational Numbers, Variable Expressions, Ratios, Rates, Proportions, Percents, Geometry, Probability & Statistics

  4. ELEMENTARY ALGEBRA II –MATH 092 Topics include First degree equations & inequalities, Functions & linear functions, Linear inequalities, Systems of linear equations & inequalities, Rules of Exponents, and Polynomials.

  5. Elementary Algebra III –MATH 101 Topics include Factoring & solving polynomial equations, Rational expressions & equations, Rational exponents & Radical expressions & equations, Quadratic equations, & quadratic functions

  6. Graphing Equations & Inequalities • The Rectangular Coordinate System • Graphing Linear Equations • Intercepts • Slope • Equations of Lines • Introduction to Functions • Graphing Linear Inequalities in two variables

  7. Traditional Definitions of the Slope of a line & Functions Slope • The slope of a line is a measure of the slant or steepness of a line • The slope is the ratio of the vertical change in y to the horizontal change in x • The slope of a line is a ratio that compares the vertical change with the corresponding horizontal change as we move along the line from one point to another Functions • A function is a relation in which no two ordered pairs have the same first coordinates and different second coordinates • A function is a relation in which, for each value of the first component of the ordered pairs, there is exactly one value of the second component

  8. Conceptual & Reform ideas in Math 092 • Distinguish between Ratios and Rates • Average Rate of Change • rate of change & slope • slope • slope & equations of lines • Function basics • lesson plan • functions I.pdf • functions II.pdf • absolute value function.pdf • Outside Class Project • end of year project 092.pdf

  9. Conceptual & Reform Ideas in MATH 101 • course outline • rational function introduction • radical functions • Innovative Approach • introduction to rational equations – DLA, ILD, Student Practice, & Summary – handout • quadratic translations leading to vertex form • basic functions & properties • end of year project

  10. Some Ideas from MATH 091 • Number Sense • If a million seconds went by, how many days have gone by? • If a billion seconds went by, how many days have gone by? • If a trillion seconds went by, how many days have gone by? • Linear Equations in one variable - applications • fulcrum idea • college football bowl game

  11. Learning Outcomes • Identify and distinguish among different families of functions: linear, quadratic, rational, and radical by interpreting graphical, symbolic, numerical, and verbal representations. • Demonstrate the mathematical skills appropriate for each course • Use the appropriate function model to analyze and solve application problems • Use a graphing calculator when appropriate to explore and solve problems • Explain how a function model relates to an applied situation and interpret problem solutions in the context of the situation.

  12. Active Learning Methods • Examples drawn from real life and skills learned in context • Group learning activities, instructor led discussions • Active participation and team work are essential • Problems are approached using a variety of perspectives • Summary Examples:1) slope and linear functions(DLA).pdf 2) Rational Equations.pdf 3) Dick Aufman – Materials

  13. CONCLUSION • DON’T LET GO YOUR PHILOSOPHIES • THERE IS ALWAYS SOME TIME FOR REFORM METHODS • PROJECTS ARE NOT JUST IN CALCULUS AND BEYOND • PEER LED LEARNING APPRECIATED OVER TIME • HOW MANY FACTORING, SIMPLIFYING, AND SOLVING PROBLEMS? • ONE STRUCTURE DOES NOT FIT ALL

  14. THANK YOU MATHEMATICS DEPARTMENTS AT BROOKDALE CC ANDTHE UNIVERSITY OF CINCINNATI

More Related