By Edgar L Edwards; Mathematics Education Trust

ISBN-10: 087353297X

ISBN-13: 9780873532976

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**Additional resources for Algebra for everyone**

**Example text**

A few lessons later we could use the technique of reversibility by giving the result and asking for the given portions of the problem situation. Also, we could make the problems more complicated by requiring multiple operations, extraneous data, and insufficient data. Word problems should not be grouped as to type or style, but they should be organized more in line with the process for solution. For example, problems like finding how many sets of six whatevers are contained in seventy-two items is the same process as determining the rate of speed on a bicycle for traveling seventy-two miles in six hours.

Not much discussion of mathematics takes place in the classrooms in this country. Many teachers do not see a need for much discussion of mathematics by students because of the view of mathematics that they probably hold. The common conceptualization of mathematics as the quick attainment of an exact answer by some acquired routine conflicts with a desire for discussion. The content usually demands product questions, which do not require discussion, rather than process questions. 28 ALGEBRA Fon Evenvoms Discussion is crucial for motivating a desire to leam about a topic or to pursue a solution to a problem.

If students fail, teachers can’t just shrug their shoulders and say that the students did not have the necessary ability because learning algebra is a shared responsibility between the teacher and the student. The teacher needs to assess and maintain prerequisite knowledge. The teacher needs to motivate students to study algebra through informing them of the importance of algebra to their future, 48 ALGEBRA Fon Evtznvoma through teaching them study skills, and through establishing an instructional setting in which students who apply themselves can be successful.

### Algebra for everyone by Edgar L Edwards; Mathematics Education Trust

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