Accessible Algebra

Every teacher who has worked with math has had students for whom math was instinctual- who loved to play with numbers and patterns, who caught on, often before the topic had been addressed in class. Teachers have also had students who found math to be an indiscernible labyrinth- who hated numbers and patterns and just never seemed to get it, no matter how many times it was explained. Unfortunately our culture seems to celebrate the latter and find the former odd. I have a husband and daughter who love math. She was delighted with calculus and worked ahead. Accessible Algebra by Anne M. Collins and Stephen R. Benson is not for those who get it. It is for the rest of us.

As opposed to a book based on theory, Accessible Algebra: 30 Modules to Promote Algebraic Reasoning, Grades 7-10 is a compilation of 30 lessons, complete with worksheets and answers, that can be used out of the box. The book is divided into sections- expressions, equations and functions. The modules contain real examples of algebra, the mathematical theory about the topic, common mistakes and ideas for both increased scaffolding and extensions. I learned some math reading this book, but more importantly, I have been exposed to some ideas about how to make algebra more hands on. We tend to think about elementary school math as being hands on- counters, pattern blocks, geoboards, balances, and games may be found in most such classrooms. As students get older, opportunities for hands on experiences in math diminish, in part because of pacing and time and in part because of the challenge of finding manipulatives and experiences that represent abstract algebraic concepts.

For students who struggle with mathematical thinking, finding ways to visualize and explore concepts is essential. This book provides a wealth of examples of how to incorporate models and discussion into the classroom. It might make algebra a longer course. It might, however, create a class that more students could be successful in. If an algebra teacher only used these 30 modules over the course of the 180- or more realistically 150 school days- students would be better prepared to tackle math. An emphasis throughout is discussion. Students often struggle with describing math. By forcing students to verbalize and write their ideas, both with words and symbolic notation, we help them bridge the gap and be better prepared for assessments that require these skills.

The activities  include a variety of card activities: match the expression with the words describing the math, the graph to its description or sort into function or not a function. We know that hands on experiences increase learning, it is worth trying. Another thing the authors include is a chart for recording student thinking. When students are working collaboratively or independently, you can determine what strategies they use and then encourage using the best strategy for a problem as opposed to a single strategy. You could add guess and check to the strategy column.

Student name	Problem solving strategy			Justifies strategy and solution using accountable talk	Accurate computation
	Table	Graph	equation

A wonderful text for those trying to help students achieve success with algebra.