What’s the Big Idea ?- Elementary Math Recertification Course

Workshop # 7

Algebra: It Begins in Kindergarten

 

This workshop was interesting because it covered information for all grade levels in a short amount of time. Mrs. Neagoy explained the methods for conveying algebraic concepts to primary students. In addition , we compared our "traditional concept of algebra" from our high school years to a broader perspective which includes elementary instruction.
During the workshop, Mrs. Buckley, asked us to think about the paths that we have taken with our students "through the worlds of algebra" as elementary teachers. By "worlds of algebra", Mrs. Buckley was referring to the pictorial, tabular, symbolic, verbal and graphical methods presented to us in this workshop.
I have taken all of these paths as a k-5 substitute teacher. In grades k-2, my instruction usually follows a pictorial path.  In grades K-2 we could have the students drawing 2 eyes for one student, and four eyes for 2 students, as well as 8 eyes for 4 students to represent this relationship. In addition, to the pictorial path, with older students (grades 3-4), I have conveyed many concepts using graphs. With this age group, I have used bar graphs, circle graphs and pictographs to represent this idea. Pictographs can also be used in grades k-2.
In grades 3-5 , my path has also been tabular. I have used the tabular path with students, using tally sheets to represent various ideas. I have used tally sheets when conducting surveys with students, and before transferring this information to graphs. Fifth grade students understand symbolic representation of information, and many of the concepts of elementary algebra. The symbolic world of elementary algebra has also been of part of the "worlds of algebra" that I have used in math instruction.
I felt that the definition, which Ms. Neagoy provided at the beginning of the workshop was important. As teachers in the primary grades, we are attempting to teach students how to look for patterns, observe data and search for relationships when solving problems. We should use manipulatives, visuals, pictorials, graphs and tabular strategies to assist students, as they learn how to express themselves using the language of math. Therefore, my path in teaching these concepts has taken me through all of the "worlds of algebra" used in primary instruction.
I also found it interesting that President Clinton's education agenda called for all American students to be competent in algebra by the end of the eighth grade. This requirement is one reason that algebraic concepts must be taught beginning in kindergarten.




Activities That I Will Use In My Lessons
I will use the concepts of developing algebraic reasoning through literature (k-2). I have included a shared reading activity in my final course project for this course. I will also use the What Comes Next? activity with my 2^nd and 3^rd grade classes. I will use the Cube Counting Problem with (grades 3-5). For the 5^th grade students, I will use graphing calculators and linear equations.