From Arithmetic to Algebra: Variables, Word Problems, Fractions and the Rules

CONTENTS OF CURRICULUM UNIT 17.05.08

  1. Unit Guide
  1. Content Objectives
  2. Teaching Strategies
  3. Classroom Activities
  4. Resources
  5. Appendix A
  6. Appendix B
  7. Appendix C
  8. Endnotes

Formulating Algebraic Equations from Word Problems

Rachelle Soronten Reich

Published September 2017

Tools for this Unit:

Endnotes

  1. “How I see math problems,” someecards, July 16, 2016 https://www.someecards.com/usercards/viewcard/MjAxMi1mOThmZjNhOGJiYmE5YzMy/
  2. “Peter Burnett Middle School,” Great Schools, May 30, 2017 http://www.greatschools.org/california/san-jose/5654-Peter-Burnett-Middle-School/
  3. Jonathan James, “The Surprising Impact of High School Math on Job Market Outcomes,” Economic Commentary,  (2013)
  4. Mollie MacGregor and Kaye Stacey, “Cognitive Models Underlying Students’ Formulation of Simple Linear Equations”, Journal for Research in Mathematics Education, Vol. 24, No.3 (1993), 217-232
  5. G. Polya, How to Solve It: A New Aspect of Mathematical Method (Princeton and Oxford: Princeton University Press, 2004), 173-174
  6. National Governors Association Center for Best Practices, Council of Chief State School Officers, Common Core State Standards for Mathematics, (Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010), 88-89
  7. Polya, How to Solve It, 7-8
  8. Swee Fong Ng and Kerry Lee, “The Model Method: Singapore Children’s Tool for Representing and Solving Algebraic Word Problems,” Journal for Research in Mathematics Education, Vol 40, No. 3 (2009), 291
  9. Jo Boaler, Lang Chen, et al. “Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning,” (July 16, 2017) https://bhi61nm2cr3mkdgk1dtaov18-wpengine.netdna-ssl.com/wp-content/uploads/2016/04/Visual-Math-Paper-vF.pdf
  10. Ng and Lee, “The Model Method,” 282-313
  11. Lynn S. Fuchs, et al., “The Effects of Schema-Broadening Instruction on Second Graders’ Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study,” Elem Sch J. (2010), 4.
  12. Char Forsten, Step-by-Step Model Drawing: Solving Word Problems the Singapore Way (Peterborough, NH: Crystal Springs Books, 2010), 30-32
  13. Warren Wollman, “Determining the Sources of Error in a Translation from Sentence to Equation,” Journal for Research in Mathematics Education, Vol 14. No. 3 (1983), 170.
  14. Polya, How to Solve It, 135-136.
  15. Susanne Prediger, “How to develop mathematics-for-teaching and for understanding: the case of the equal sign”, J Math Teacher Educ (2010), 73-93.
  16. Margaret Tatem Kinzel, “Understanding Algebraic Notation from the Students’ Perspective”, The Mathematics Teacher, Vol. 92, No. 5 (1999), 437.
  17. Roger Howe, “From Arithmetic to Algebra,” Mathematics Bulletin—A Journal for Educators, 49(2010), 13–21.
  18. Ng and Lee, “The Model Method,” 293.
  19. International Baccalaureate Organization, Mathematics Guide, For use from September 2014/January 2015 (Cardiff, Wales: International Baccalaureate Organization, 2014)
  20. “Cooperative Group Role Cards,” Read, Write, Think, (July 14, 2017) http://www.readwritethink.org/files/resources/lesson_images/lesson277/cooperative.pdf
  21. Wanda Collins, “Gallery Walk,” Math Concentration, (July 15, 2017) http://www.mathconcentration.com/profiles/blogs/using-the-gallery-walk-as-a-teacher-strategy

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