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ERIC Number: EJ1116779
Record Type: Journal
Publication Date: 2016-Nov
Pages: 9
Abstractor: ERIC
ISSN: ISSN-1072-0839
All Talk and More Action
Williams-Candek, Maryellen
Mathematics Teaching in the Middle School, v22 n3 p162-170 Oct 2016
How better to begin the study of linear equations in an algebra class than to determine what students already know about the subject? A seventh-grade algebra class in a suburban school undertook a project early in the school year that was completed before they began studying linear relations and functions. The project, which might have been assigned at the end of a unit in a traditional class, was assigned "before" the start of the unit. By assigning the project early in the unit, students' prior learning and initial understanding became apparent, offering both a subject for mathematical reasoning and the construction of mathematical arguments. The objective of the project was to determine students' understanding of proportional relationships regarding ratios, proportions, and equation representations that are more formal and typically part of an algebra I curriculum. A bibliography is included.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A