Making Algebra Meaningful
A Visual Approach to Math Literacy for All
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"Meaningful algebra learning remains out of reach for too many learners. If we accept the premise shared by many leading thinkers, organizations, teachers, researchers, and parents, algebra is for all students, yet remains a civil rights issue (Moses & Cobb, 2001) that is an opportunity for only some. In this book I argue that adopting different lenses for what counts as meaningful algebra learning and teaching helps us to think differently. Question: How might teachers, researchers, and leaders realize meaningful algebra education for all students? Answer: Together, with a diversity of resour...
"Meaningful algebra learning remains out of reach for too many learners. If we accept the premise shared by many leading thinkers, organizations, teachers, researchers, and parents, algebra is for all students, yet remains a civil rights issue (Moses & Cobb, 2001) that is an opportunity for only some. In this book I argue that adopting different lenses for what counts as meaningful algebra learning and teaching helps us to think differently. Question: How might teachers, researchers, and leaders realize meaningful algebra education for all students? Answer: Together, with a diversity of resources, and from a variety of perspectives or lenses on what counts as "meaningful." This book reflects my understandings of how to support meaningful algebra learning as informed by research and practice. My goal is to support your journey in answering this question by making connections between research in algebra education, teaching algebra, and leading ambitious, equitable, antiracist visions for algebra education. My approach in this book is intentionally highly visual with summaries in both textual and image form. Teachers, researchers, leaders, and parents are invited to engage in sketchnoting as a tool to vision and work together to realize opportunities for students to engage in meaningful mathematics learning"--
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