Eisenhower Project (SAGA)
Dwight Eisenhower Mathemathics and Science Education Program
Strengthening Algebra and Geometry
Achievement Project (SAGA)
INTRODUCTION
The Strengthening Algebra and Geometry Achievement Project (SAGA) was funded by the Dwight Eisenhower Mathemathics and Science Education Program through the Alabama Commission on Higher Education. It was conducted at the University of Alabama at Birmingham by Dr. Tommy Smith during the summer of 1995 and the 1995-96 school year.
This project is a cooperative venture among the UAB School of Education, six public school systems (Birmingham, Bessemer, Midfield, Fairfield, and Tarrant cities, and Jefferson county), as well as private schools served by the UAB Regional Inservice Center. The University has worked with the school systems through a variety of professional activities such as inservice training programs, supervision of student teachers, teacher consultation, and NSF mathematics and science teacher enhancement grants. Additionally, the UAB School of Education has established a partnership relationship with several schools in the Birmingham metropolitan area.
Plans to implement the project began shortly after the award in March 1995. The project director and the two workshop leaders, Peggy Harrell and Deborah O'Hara, held planning meetings to prepare for the summer institute which was held at UAB on July 17-21, 1995. Advertisements of the program were sent to all public and private schools in the targeted area of the project, the UAB Regional Inservice Center schools.
OBJECTIVES
The primary objectives of this project are (l) to increase student achievement in Algebra I and Geometry, (2) to provide teachers with course strategies, exemplary lesson plans, and related materials needed to improve teaching and thus increase achievement, (3) to follow-up and support participants' efforts at implementing ideas from the workshops, and (4) to assist in improving mathematics education within the state by disseminating materials and establishing a group of lead mentor teachers.
PLAN OF ACTION
To achieve the above objectives, this project focused on (l) informing teachers about relevant aspects of the problem, (2) stressing the use of a variety of instructional strategies and tools, (3) organizing content, text, and resources in an integrated manner, (4) designing assessment strategies which emphasize higher order thinking skills, and (5) creating specific model lessons that will serve as examples for replication and extension at the local school level.
ISSUES
Through informal discussions with local teachers and math supervisors, some teachers appeared not to be well informed about the issues in question. Despite previous efforts by the State Department of Education and others, some teachers do not understand the purpose and scope of the end of course tests. These tests are designed to (1) assess students' understanding of concepts and skills in Algebra I and Geometry as outlined in the Alabama Course of Study: Mathematics, (2) describe and report higher levels of performance, thus encouraging higher levels of learning for all students.
The participants were also informed of problems associated with the present teaching and organization of the content of these courses. Some teachers do not appear to cover all areas of the course of study as well as should be done. They cite lack of prior student preparation and lack of time as factors contributing to this problem.
The second issue to be addressed by this program was the use of a variety of instructional strategies and tools. The program provided instruction in specific applications of instructional strategies with proven motivational value. For example, cooperative learning groups have been shown to increase students attitudes and achievement in mathematics. Participants were given instruction on specific Algebra I and Geometry lessons which use cooperative group techniques such as STAD, TGT, and paired problem solving.
Cooperative learning can be used to implement the NCTM Standards on problem solving, communications, connections, and reasoning. It forces students to use these skills to achieve the group and individual goals of a learning task. This approach also encourages students to discover or construct their own knowledge and to rely on themselves for solutions to problems. The teacher is no longer simply a transmitter of knowledge, but serves as a coach or mentor in helping students achieve the learning objectives. Cooperative group learning also gives a vehicle for the use of a variety of math teaching aids.
This project also emphasized a hands-on approach to learning which makes use of a variety of materials. Most schools in our service area have State Department math manipulatives kits. These resources were used to enhance students' achievement in Algebra I and Geometry. Participants were shown how to use algebra mods, color cubes, calculators, and other materials to effectively teach algebra and geometry concepts.
During the lesson planing phase of the workshop, the participants incorporated these materials into their model lesson plans in ways to enhance students' understanding of math concepts. Algebra and geometry lessons were developed which effectively make use of calculators and manipulatives. The use of such materials will also accommodate for students who have different learning styles or who are at different stages of cognitive development.
Another emphasis in the teaching strategies were the inclusion of writing tasks as a regular part of students' work. Instructors demonstrated writing tasks that help students to clarify their thinking and explain their problem solving processes.
Through these and other techniques the workshop sessions emphasized using the best teaching practices to promote learning. Such approaches should be motivating, promote higher order thinking skills, emphasize applications of math concepts to real world problems, and promote integration of content across different areas of study in the state curriculum guidelines.
The third focus of this program was instruction in the organization of content, texts, and resources to insure maximum opportunities for all students to succeed in Algebra I and Geometry. Teachers have identified lack of time to cover some objectives as a problem. To assist in this solution, participants were shown how to organize content around broad topics so that everything can be taught. Emphasis was placed on integrating content whenever possible in order to maximize learning time. Another emphasis in the organization strategy sessions was to embed review of basic skills and previously covered material into problem solving contexts while teaching new material.
Instruction on classroom assessment was the fourth focus of the program. The end-of-course test results have shown the need for teachers to improve and expand their assessment techniques. Participants were shown how to design assignments and tests that require higher level thinking skills and integration of several concepts. Participants were shown how to develop an assessment plan for their courses which included items such as those contained on the end-of-course tests. In addition, teachers were encouraged to use pre tests or give practice tests to clue students into what is expected of them on a unit. Tests should include a variety of types of items and should make use of manipulatives and calculators when appropriate (i.e., tests should match instructional methods).
The last focus of the summer workshop was the creation of specific, detailed, model lessons which are usable in the classroom. This is perhaps the most important of the tasks of the project and integrates all of the preceding features. In dealings with classrooms teachers, they have expressed a desire to have concrete examples of what are considered effective lessons. Teachers wrote plans including: lesson objectives, teaching strategies, materials to be used, activity sheets, and assessment items. Each participant developed two lessons in Algebra and/or Geometry. Collectively, we produced 42 lessons on different topics in Algebra I and Geometry, of which 38 of them can be downloaded from this site. These lessons have been compiled in booklet form and made available to all participants, to all schools in the service area, and to the State Department of Education for their use.
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Participants of the Dwight Eisenhower Project - Strengthening Teaching Algebra and Geometry Achievement (SAGA)
Algebra I and Geometry Lesson Plans
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National Science Foundation 1992-1996 Project - Improving Mathematics Education in Grades 6-9 Through the Integration of Content, Technology, and Manipulatives
WWW Mathematics Resources
Personal Vitae
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