to Build Collaborative Community

and Support At-Risk Algebra Students Using Mathematical Puzzles and Dialogues A Habits of Mind Approach Transition to Algebra a full-year intervention course designed to be taken

concurrently with first-year algebra (aka double period algebra)

uses mathematical puzzles and read-aloud dialogues to encourage collaborative problem solving and use of precise mathematical language Why Puzzles? Focuses on a few key mathematical ways of thinking or

Quickly gives students the

mathematical knowledge, skill,

and confidence to succeed in a

first-year algebra class Puzzling and Persevering

Seeking and Using Structure

Using Tools Strategically

Describing Repeated Reasoning

Communicating with Precision TTA is a 4-year research and development project funded by the National Science Foundation. TTA has is also being used in other settings including

summer school and middle school as pre-algebra Mary Fries, mfries@edc.org

Jane Kang, jkang@edc.org ttalgebra.edc.org mathematical habits of mind Consistent with Common Core State Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning. Mathematical Puzzles:

are genuine problems

support number sense

encourage logical reasoning

help students develop strategy

in problem solving

are fun and engaging

allow for social collaboration in solving

encourage perseverance as solution method may not be known before starting Students learn systems of equations intuitively Mobile Puzzles MysteryGrid Puzzles Use the clues to fill in each grid so that every row and every column contains all of the numbers in the title. Dialogues model mathematical discussion

address common confusions and misunderstandings

encourage academic and mathematical language Students can:

read them out loud in small groups

act them out in front of the class

even videotape their readings! Michael

Lena

Jay NCSM 2013 "[When] students were given the opportunity to look at a book, they would immediately go for the puzzles." - TTA Teacher Students indicated that mystery grids and area models were among the most useful activities in helping them understand algebra. Classroom Use Using dialogues in the classroom was challenging, but creating dialogues helped students explain their thinking. Teachers who taught both algebra 1 and the intervention class were better able to make connections between them. Discussion How was your experience exploring these activities today?

How do you see these experiences translating to students?

How do you see these ideas taking place in your school?

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# Using Mathematical Puzzles and Dialogues to Build a Collaborative Community and Support At-Risk Algebra Students

Presentation for NCSM 2013

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