Ask Matt Mentor
Dear Matt, Because of the requirement that students take Algebra in 8th grade, my school district has told us that we cannot offer Algebra I in high school. What suggestions do you have for courses we should offer to those students who either didn’t pass Algebra I in 8th grade or who did poorly and are not ready to move on to more advanced concepts? Response: Dear Frustrated: The 8th grade Algebra I requirement expects that students will have the opportunity to learn and understand the mathematics defined in the 2007 Minnesota Academic Standards for mathematics. That is, the course in Algebra I required by law is not defined by the table of contents in an Algebra textbook, but rather by the standards and benchmarks in the 8th grade portion of the Minnesota Academic Standards - 2007. These include not only the algebra of linear functions, but topics in number (real numbers, including roots and exponents), geometry/measurement (including the Pythagorean Theorem and coordinate geometry), and data analysis/probability (including scatter plots and the line of best fit). These topics are often not included in an algebra textbook. Additionally, many topics currently taught in an algebra course in high school are not included in the list of required topics for 8th grade. So there is a dual issue here: the need for additional topics for 8th grade, and additional topics from Algebra I remaining to be taught in high school. We need to find curriculum resources that provide for all parts of the 8th grade standards, matching as closely as possible. Minnesota districts are busy with creative thinking about how to continue the flow of study of algebra in high school while aligning with high school standards. Students continue to be required to study 3 years of high school mathematics (as they have been since 2003), which must include all the Minnesota standards 9-11 for mathematics, and include a course in Algebra II or its equivalent in an integrated format (the latter is a new requirement). Some have decided to offer most 9th graders an Algebra II course, followed by Geometry and Algebra III (in either order), and followed by one or more advanced courses as electives. Where formerly in a subject specific curriculum (Algebra I, Geometry, Algebra II) the courses were crowded and left little or no room for addressing standards in data analysis, probability, or trigonometry, this sequence of courses gives time to address all the required standards. Allowing a little more time also provides the opportunity for more active teaching, which gives an opportunity for all students to be successful in these courses. Other districts are finding other sequences that will meet the needs of their students, allow sufficient time for all students to learn and understand the mathematics, and meet all the requirements of law. The best approach for dealing with students who do poorly in an 8th grade algebra course is to prevent that from happening in the first place. You can do this by focusing the course on the smaller number of topics in the standards, and using everything we know from cognitive science and other research to make the course active, sense-making, engaging and coherent. Just moving a current Algebra I course to 8th grade, however, almost guarantees frustration for everyone. The standards will not all be addressed, many students will be unsuccessful, and school results on 8th grade MCAs will be poor. A second chance high school course that is based solely on the topics of linear algebra will probably have to be offered without credit, similar to college and university courses considered remedial or developmental. The best thing is to teach Algebra I well the first time, focusing on the standards. Though this seems like a large change, we have the skills to do it. Minnesota has the highest percentage of secondary teachers (7-12) with mathematics majors – 86% - of any state. The national average is 61%. Our well-prepared, qualified, and hard working teachers can help all students learn. Currently the number of 8th graders studying algebra in Minnesota is 25% while the national average is 34%. Internationally, most 8th graders study content similar to the content in our 2007 standards, though in an integrated course in most cases rather than a specific algebra course. Given our outstanding teaching force, we surely have the know-how to do what teachers in many other states and countries are already doing. This will be a challenge. But you can do it! And remember, MCTM can help! Matt |
Matt Mentor, a wise and experienced teacher, offers advice about teaching mathematics topics to beginning teachers. Of course, experienced teachers can join in as well. Here’s how it works: Send your answers to MattMentorMCTM@aol.com and Matt will post as many different solutions that adequately address the question as are received. Have a Question for Matt? |
