Overview
The unit is designed for eighth grade students who will be enrolled in Introduction to Algebra, and Algebra I. Most of the students who are enrolled in one of the two courses are not proficient in the prerequisite courses. This unit is designed to increase the students' awareness of algebra beyond the scope of the current integrated units. The majority of the students are from low socioeconomic backgrounds with little to no outside educational resources. The school is a Title I middle school with fewer than 600 students enrolled. Additionally, the school has been on the failing school list for the state of Georgia for the past seven years. On average, the school only meets about 60% - 69% of the school system targets and the state's Adequate Yearly Progress report. Over 90% of the student body is on free or reduced lunch, and 98% of the students are African-American.
The neighborhoods are riddled with prostitution, drug-abuse, and crime. Several students turn to the school for help and resources that they are deprived of at home. Morning and after-school programs are offered, but the programs focus on test skills for each core subject, rather than introducing our students to information that they are not likely to encounter in class. Some students are not able to walk into a room and choose a book on any topic to read. Watching television is something that most can do, but tuning into the History Channel, Discovery Channel, or PBS (Public Broadcasting System) is unlikely, because most have to watch what the majority of their residence at home are interested in watching, and for some the channels above are not available in their household.
Education presents endless opportunities of resources and knowledge. As educators we must understand that our classes need to have a real world experience in the classrooms, especially with what technology offers today, such as the "world wide web". Due to the background of the students, it is my responsibility to introduce them to the world of possibilities that mathematics has to offer. As a mathematics teacher, I constantly search for professional development to improve my skills and content knowledge, so that I can present to my students the endless promise of mathematics.
The curriculum unit is designed to last between two and four weeks, depending on the student's prior knowledge and mathematical aptitudes. The unit will integrate subjects other than mathematics and science. Technology will be used in some of the activities to fulfill the goals of the National Council of Teachers of Mathematics, Georgia Council of Teachers of Mathematics, Georgia Quality Core Curriculum designed and approved by Georgia Board of Education, and the Superintendent of Atlanta Public School's goal of incorporating technology with mathematics and science. Various forms of technology will be used in teaching the curriculum unit, such as multi-media projector used with a laptop and Smart Board. In addition, an interactive Texas Instrument 83 Silver-Plus Graphing Calculator can be viewed and operated on the Smart Board to instruct students. Students will have an opportunity to use laptops to construct spreadsheets and graphs, and use a Texas Instrument 83 Silver-Plus Graphing Calculator to assist in solving problems that link meaningful concepts to one another, and to practical algebraic applications that are used in Elementary Astronomy.
The final product of the curriculum unit will consist of a writing component. Students will respond to the final product by completing a performance task, and constructively respond to some higher-order thinking, open-ended questions that will measure their knowledge on Algebra that is used in Elementary Astronomy.
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