By Daniel Chazan

Explores the most important dynamics of educating - developing who one's scholars are, what to coach and the way to have interaction with dynamic personalities. The ebook examines intimately a teacher's evolving understandings in their scholars, algebra and teachers-student lecture room roles.

**Read Online or Download Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (The Series on School Reform) PDF**

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**Additional info for Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (The Series on School Reform)**

**Sample text**

They were to do this by subtracting the y-coordinates of the two points to get the total rise (2 - -1 = 3), subtracting the x-coordinates (5 - 2 = 3) to get the total run, and then creating a ratio of rise/run (3/3 = 1). So m, the slope, is equal to one; along this line for every one unit of run the graph rises one unit. Since, in my teaching at the time, all of this work to compute the slope was being done without a graph, students did not use visual strategies, like counting over, for determining rise, run, and slope.

Though there are efforts to begin the study of algebra in junior high school, or even to incorporate algebraic thinking as a strand of elementary school instruction, two years of the study of algebra is currently a central component of a traditional college-intending high school mathematics education. A tremendous portion of the mathematics component of the Scholastic Admissions Test is devoted to algebra. Thus, algebra has been described as a gatekeeping course for college admissions. But, increasingly, algebra is also a gatekeeper on the road to high school graduation.

Wondering what it would take for this novice to learn to teach, the teacher was reminded of a master potter in Japan who created such marvelous pots that they came to be in great demand and to fetch amazing prices. Captivated by these pots, a wealthy businessman determined not only to have one of these marvelous creations, but also to discover the secret of how the potter created them. Accordingly, the businessman traveled to the studio of the master to learn the technique. When he arrived, he learned that the potter worked only on certain days.