(contributor: Anna Cox)
What is the Algebra Programme Overview?
The Algebra Programme Overview came about at St Hilda’s Collegiate School when I met with the mathematics teachers at our school and we reviewed all of the information we had about our students’ achievement in mathematics. We identified barriers to student achievement, developed aims for our teaching programme, devised specific teaching activities to meet those aims, and suggested strategies for advancing the mathematical thinking of our students.
The Mathematics Programme in Years 9 and 10
How does Algebra Programme Overview help students?
View a video clip of Anna discussing Algebra Programme Overview and how data was used to support the redesign of the mathematics curriculum in Years 9 and 10 at her school.
Anna: Reasoning for the Algebra Programme Overview
How can Algebra Programme Overview be used?
- Donna explains she uses the Algebra Programme Overview to flexibly plan her lessons
The Algebra Programme Overview conatins an action plan that shows how we broke the curriculum in Years 9 and 10 into smaller chunks. These chunks are represented by the 23 curriculum planning documents below.
- Algebra Programme Overview
- Curriculum Planning Documents
How have Anna and her team used the Algebra Programme Overview?
The main teaching foci of the mathematics department at St Hilda’s over the past two years (2010 and 2011) have been:
Algebra Everywhere – Algebra is not just a topic for term two every year in the junior school, nor just for one unit per senior subject. Rather, we see algebra as the generalisation of concrete numerical examples. We encourage our students to develop good habits (the tool box) and to be able to choose and use appropriate tools to solve problems independently. This is a skeletal part of mathematics, so is inherent in every topic/unit of work…from fractions to geometry, from graphing to trigonometry, algebra is everywhere.
The Tool Box – the foundations of number and algebra are never ignored, rather, they are in every example/question/dialogue/problem…everywhere. We have identified key steps in manipulation (common to number and algebra), such as the use of multiplicative identities in our ‘finding the ones’ to simplify, or of the use of scales to represent equivalence.
Rigour – The clarity of communication and the accuracy encouraged by adhering to a vertically aligned, deductive approach to rearranging equations (to solve for unknowns) is necessary in every aspect of task work if students are to develop depth of understanding and skill.
Quality Teaching – The success of delivery is in the main part due to skilled and knowledgable teachers, who engage learners, meeting group and individual needs.