 |
The purpose of the
Algebra Success
Keys (ASK) is to
provide teachers
in grades K-12 with
research-based
strategies in
instruction,
assessments, accommodations, and techno logy
to help students learn algebraic thinking. |
ASK should be used to help teachers teach algebraic
thinking using three levels of learning (Concrete-
Representational- Abstract) as well asto meet
the needs of in dividual students .
Mastery in Mathematics is often challenging for
students with and without disabilities to master.
Recent legislation has focused on the need for
increased rigor and relevance in math curricula,
increasing the need for resources, professional
development, and instructional strategies to
improve results in math (specifically algebra,
problem solving , and rigorous math content) for
all students (NCES, 2004).
One of the main goals of the Algebra Success
Keys (ASK) is to provide guidance and support
for the development and implementation of
algebraic thinking instruction in Grades K-12.
This goal is a very timely, prudent and worthwhile
when we consider the fol lowing facts
about algebraic thinking:
* it is one of the few central themes that serve
to organize, unify and give coherence to
mathematics at all levels;
* it is one of the most important areas of
emphasis in the Principle and standards for
school mathematics (NCTM, 2000); and
* it is one of the mathematics topics that has
been extensively researched revealing evidence
of students’ misconceptions in this area.
Multiplication of fractions may be a difficult
concept to grasp for your students. Here is an
example that you can use in your classroom to
assist in the conceptual understanding of the
concept of three-fourths times four-fifths.
At the concrete level, you can use any object
such as these counting chips. The red chips
re present the numerators and the blue chips
represent the denominators . The intersections
form the solution , with the intersections of the
numerator (in this case 12-red chips) and the
total of all of the chips (in this case 20-red and
blue combined ) representing the denominator.
Therefore, your students get a visual and tactile
depiction of the fraction, which they can then
transfer into their own picture or graph to better
assist the abstract level of learning.
