Why is it that rich and meaningful contexts promote algebraic thinking in students?
Many of my students (particularly confused students) have experienced the ‘Ah ha!’ moment when ideas have been linked to an actual context that is related to their world.
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Eric working with a student using alegbra in a geometry context
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View a video clip from Garry’s classroom where he makes a link to generalised number in a geometry context
What are some effective ways to provide rich and meaningful contexts for students?
Our suggestions:
- Algebra Programme Overview: We redesigned our Year 9 and 10 mathematics programmes to meet the needs of our students (contributor: Anna Cox)
- Divided Line: Develops understanding of generalised number, relationships, and unknowns by emphasising context (contributor: Garry Turner)
- Grid Algebra: Develops algebraic notation by emphasising rigour and vocabulary (contributor: Chris Linsell)
- Substitution: Develops prerequisite knowledge by emphasising rigour and correct use of vocabulary and through context (contributor: Rachel Jones)
- Trigonometry Tool: Develops algebraic notation and prerequisite knowledge by emphasising rigour and correct use of vocabulary and building a toolbox of knowledge and skills (contributor: Anna Cox)