Algebra Tutor – Tarzana – 8th Grade Algebra: Finding a Formula for Success

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Oct
10

More districts are offering algebra to 8th graders to spur enrollment in higher level math courses during high school. But accelerating the math curriculum represents a complex equation and success hinges on multiple variables.

“Today’s students need more math, science and technology courses than ever before,” confirms Cathy Seeley, president of the National Council of Teachers of Mathematics. More districts are responding by offering or requiring algebra in 8th grade, potentially enabling more students to enroll in calculus and statistics in high school. But relocating algebra to middle school is a tough transition that may require districts to revisit the entire math curriculum. In addition, pushing algebra down may not be in students’ best interests, says Seeley.

The first factor: preparation

The 8th grade algebra trend is a good news/bad news situation. “The good news is that if it’s done well districts can meet the goal of increasing enrollment in higher level math. The bad news is that it’s hard to do well,” explains Seeley. Students and teachers require rigorous support, and the K-12 math curriculum may need to be revamped.

Traditionally, algebra bridges elementary and high school math, opening the door to higher level math. Shifting algebra from 9th to 8th grade presents a subtraction problem. Teachers are left with one less year to provide students with the building blocks for algebraic success. When a district moves algebra to 8th grade, concepts like data analysis and proportionality must be addressed in 7th grade or compressed in the 8th grade algebra course.

Arlington (Va.) Public Schools have offered algebra to 8th grade students for more than a decade; middle school enrollment in algebra increased from 27 percent in 1999-2000 to 48 percent in 2004-05. “We don’t want to put students in algebra before they’re ready. We’ve targeted our efforts to develop a high level of readiness among our students,” explains Mark Johnston, assistant superintendent of instruction. In Arlington, readiness begins at the elementary level.

Five years ago, the district adopted an elementary math curriculum designed to accelerate understanding of pre-algebra concepts like number sense and problem solving. The district also implemented robust professional development at the elementary and middle school levels.

Many elementary teachers lack sufficient knowledge of math concepts, so elementary level professional development is focused on enhancing understanding of math content, says Johnston. In addition, the district employs 13 math coaches to provide just-in-time coaching and modeling for teachers at its 22 elementary schools.

Middle school professional development, on the other hand, trains teachers to use multiple strategies to foster understanding of algebra concepts. “Sometimes, it takes students two or three ways of looking at a concept to understand it,” says Johnston.

The School District of Philadelphia, which enrolled all 15,000 of its 8th grade students in algebra in 2005-06, relies on a slightly different approach. Philly laid the groundwork for its district-wide Algebra8 curriculum in 2003 with the introduction of a double block for middle school math. A double block allows teachers to explore in-depth problems and activities not possible in a traditional 45-minute period, says Seeley. For example, students might compare various cell phone plans, analyzing fixed and variable fees.

Last year, Philadelphia rewrote its 8th grade math curriculum, which already had a heavy emphasis on algebra. “We looked at what existed and compared it to 9th grade algebra and bridged the gap with Algebra8,” says Hope Yursa, lead academic coach. Philly not only revamped the what of 8th grade math but also retooled the how of teaching algebra.

Teachers don’t stand in front of the room spouting algorithms. The district uses a non-traditional approach. Students review, discover and cement concepts with manipulatives, and the district offers additional math periods on Saturdays and before and after school. A hands-on approach, coupled with additional time, serves all students whether they take algebra in 8th or 9th grade, points out Seeley.

The district supports its middle school math teachers with twice monthly professional development meetings that cover planning, scheduling, content and best practices. The program helps teachers brush up on math content and helps identify them as highly qualified under No Child Left Behind.

From districtadministration.com

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