Frequently Asked
Questions
What is Introduction
to Algebra?
Introduction
to Algebra is a complete one-year course for 8th graders who
are
preparing for algebra. It fully meets the requirements
for an “Algebra Readiness Program” as described
in Appendix E in the 2006 California Mathematics Framework,
and includes most of the standards on California’s
General Mathematics Standards Test.
Who
developed the program?
The UCLA Math Content Program for Teachers and Students developed
this program. This is a mathematics-education group within the
UCLA Department of Mathematics, Curtis Center for Mathematics
and Teaching, and we have been developing content programs since
1999. By combining the
expertise
of classroom
teachers with mathematicians, MCPT created a mathematically solid
and pedagogically appropriate program for students.
How is the
program organized?
Introduction to Algebra is organized as a two-semester
program. It includes 8 units (4 weeks per unit), and the instructional
materials are organized by weeks (32 weeks). During the week,
students complete two lessons that emphasize concept development
and one lesson that emphasizes skill development. See Pacing
Plan.
To provide maximum
flexibility for use, the program can be reorganized into “clusters” that
center around topics necessary for algebra readiness. This is
because each lesson within the
program is being carefully constructed to flow as part of a comprehensive
program and also as part of a program that targets specific skills.
For
whom is the program most effective?
This program is most effective for 8th grade students who have
struggled to learn California’s 6th or 7th grade standards.
It is especially appropriate for students identified as “far
below basic” or “below basic” on the California
Standards test, for struggling English language learners, and
for others with special needs.
Why is the program organized into
weekly packets for students?
The writing team chose to organize the program into weekly packets
because we felt this would be an easy system for teachers to
implement, and a successful organizational structure for low-achieving
students. Each week the students receive a packet, which includes
all the work for the week. This format gives students a fresh
start for success each week with a manageable amount of work.
It also allows for an easy transition into the class for transient
students.
Does this program address every standard for an
Algebra readiness program?
YES. The “Foundational Skills and Concepts” and the “Algebra
Readiness Standards” identified in Appendix E are organized
into 31 topics, identified as “highlighted review.” These
skills are carefully developed in lessons, which are typically
followed by three to five weeks of intensive and intermittent
practice. See Standards Correlation.
What
kinds of formative assessments are included?
Five types of formative assessment are available for Introduction
to Algebra: Pre-assessments for each semester, weekly quizzes,
weekly knowledge checks, home-school connections, and questions
embedded in lessons that are designed to assess student
understanding. In addition, the Pre-Algebra Readiness Test (PA)
and the Algebra Readiness Test (AR), which were developed
by
the
UC/CSU
Math Diagnostic
Testing Project, align to the program. These assessments
can be ordered online directly from MDTP.
What kinds of summative
assessments are included?
Each week a highlighted review skill is identified and tested
as part of the weekly quiz. Typically summative assessment of
this skill takes place after 3-5 weeks of study, intensive
practice, and intermittent practice. For students who do not
show mastery on a highlighted review skill, more practice, and
a second form of the summative assessment are available.
Quarterly
assessments, which are composed of highlighted skills, give students
a second chance to demonstrate knowledge of the
algebra readiness standards.
What kind of professional development
and support are provided?
Professional development and support are essential to this program,
and we want every teacher to be comfortable with the content
and pedagogy within the program. UCLA’s Math Content Program
for Teachers is teaming up with local professional development
providers to deliver first-class professional development
to California teachers at regional sites. Because of its importance,
we expect first-time users to participate in
2-3 days of professional development prior to beginning the program,
and
then 5-6 additional days throughout the year.
I understand that recent legal rulings require
every student to have a state-adopted textbook. Does Introduction
to
Algebra
meet this requirement?
For an intervention program, YES, because no intervention materials
haven been approved by the California Board of Education. Beginning
in 2008-09, students in grades 4-8 will be required to use intervention
materials from an approved list, and this program has been submitted
to the State for adoption as an algebra readiness program.
We would like to issue a textbook
to our students and as a companion to the course. How would that
work?
Although the program is designed to be complete and comprehensive,
many schools want to issue a state-adopted textbook to students.
This option is perfectly compatible with the program. We recommend
that teachers use the textbook for additional practice of the
highlighted review skills, which are easily identified from a
textbook’s table of contents or appendix.
Is it possible
to just purchase permission to print materials?
No. Introduction to Algebra materials are copyrighted and must
be purchased on a per student basis.
Besides an 8th grade intervention
course, how else might the program be used?
The program is appropriate for students struggling to learn skills
and concepts essential for success in algebra. Some uses include
a second course for low achieving 7th, 8th, or 9th graders, as
an intersession course for middle or high school students, or
a summer bridge course for entering high school students.
What
kind of research is being conducted for this project?
Studies of student achievement and teacher satisfaction are underway.
Public Works, Inc. is currently collecting and analyzing student
achievement data using quarterly assessments and the California
General Mathematics Standards test in a quasi treatment-control
design. Field researchers are gathering information about the
program through classroom observations, interviews of teachers,
students, and administrators, and analysis of student work.
Who
do I contact for more information?
Please contact:
• Shelley Kriegler (kriegler@ucla.edu - 310-794-6588) for program
design information
• Cynthia Raff (raff@math.ucla.edu -
310-569-8258) to establish a contract and to arrange for professional development
• Theresa Lee (tjlee@math.ucla.edu - 310-794-6588) with general
program questions |
