Overview

An essential understanding of the uses and practices of algebra remain out of reach for many students. In this book, award-winning researcher Dr. Nicole Fonger addresses the issue of how to support all learners to experience algebra as meaningful. In a highly visual approach, the book details four research-based lenses with examples from 9th-grade algebra classrooms: (1) students’ algebraic reasoning and representing; (2) goal-directed classroom practices with technology; (3) culturally and historically responsive algebra literacy; and (4) teachers’ journeys toward antiracism. The author makes connections among research in algebra education; teaching algebra; and leading ambitious, equitable, and antiracist visions for algebra education. By the end of this book, you will: Learn how to support students to fluently reason and represent expressions, equations, and functions. Learn how to design algebra lessons that are culturally and historically responsive to students’ experiences and social justice issues. Learn to use sketchnotes to reflect on and communicate complex ideas in teaching and learning algebra. Have a set of tools for guiding the design of instruction to support meaningful algebra learning for all students.

Full Product Details

Author:   Nicole L. Fonger
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 18.40cm , Height: 1.30cm , Length: 26.00cm
Weight:   0.381kg
ISBN:  

9780807769973

ISBN 10:   0807769975
Pages:   192
Publication Date:   23 August 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Contents Acknowledgments  xi 1.  What Counts as Meaningful Algebra Learning  1 The Importance of Algebra  1 Big Question  2 My ""Why?""  3 What's My Angle? No Angle, but Many Frameworks or Lenses  3 Structure of the Book  6 2.  Learn to Sketch, Sketch to Learn  15 Why Should I Sketchnote?  15 Sketchnoting 101  21 Deepening Your Sketchnoting Practice  25 Math Ed Sketchnotes  29 3.  Algebra Is Something You Do  32 Mainstream Approaches to Doing Algebra  33 Responsive Approaches to Doing Algebra  36 Big Ideas of Algebra as a Course of Study  44 A Recap—What Is Algebra?  49 4.  Zoom Setting 1: A Focus on Students' Reasoning and Representing in Learning Algebra  51 Learning to ""See"" Students' Representational Fluency  53 Representational Fluency in Equivalence and Equation Solving  58 Learning to ""See"" Students' Quantitative Reasoning  62 ""Seeing"" Students' Functional Thinking  66 5.  Zoom Setting 2: Supporting Students' Meaningful Algebra Learning Over Time in Classrooms  71 Supporting Meaningful Equation Solving  72 Visual Story 1: Supporting Students' Representational Fluency in Determining Equivalent Expressions With Technology  73 Visual Story 2: Supporting a Functions Approach to Equation Solving  82 Visual Story 3: Supporting the Core Concept of Equations as Equivalence Relations  85 Reflecting on Frameworks of Instructional Supports for Meaningful Learning  90 6.  Zoom Setting 3: People, Place, and Algebra as a Tool for Critical Literacy  96 What Is Historically Responsive Literacy?  97 Visual Story 1: Historically Responsive Literacy Begins With Relationships and Identities  99 Visual Story 2: Thinking Like City Planners (Intellect) and Modeling Trends (Skills)  104 Visual Story 3: Criticality and Emotion  107 Practical Path Forward: People, Place, and Algebra as a Tool for Critical Literacy  108 7.  Journeying Toward Antiracism in Algebra  112 Disproportionality in Algebra for All: An Opportunity Gap  113 Journeying to See Racist Structures (Antiracism 101)  115 Practical Path Forward  118 8.  Tools and Practices for Advancing Algebra Education Together  122 Theme 1: Co-Visioning Meaningful Algebra Learning and Teaching  125 Theme 2: Building Effective Communication  126 Theme 3: Centering the Context, Place, and People of Where You Seek to Understand and Change Students' Opportunities to Learn Meaningful Algebra  128 Theme 4: Co-Creating Knowledge in Community-Engaged Scholarship  129 Centering Equity (An Epilogue)  133 References  139 Appendix A. Chapter 2: Additional Sketchnoting Resources  147 Appendix B. Chapter 4: Additional Research  149 Appendix C. Chapter 5: Additional Activity Design Notes  151 Appendix D. Chapter 6: Research and Resources on Historically Responsive Literacy in Math  153 Appendix E. Chapter 7: Toward Antiracism  159 Index  169 About the Author  173"

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Author Information

Nicole L. Fonger is an associate professor of mathematics and mathematics education at Syracuse University, and recipient of the Linking Research and Practice Award from the National Council of Teachers of Mathematics.

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