Upcoming Events
Algebra Project/Young People's Project Working Conference, May 18-20, 2012
The Stanford Tizard project showed that it is possible to reproduce the benefits of the Cui approach on a modest scale: in single classrooms and in a small school. One of its important objectives was to develop strategies and tactics to scale these benefits to whole school, and ultimately whole districts/local authorities/school groups. In studying how to do this Sociality, managers of the Tizard project have closely followed the work of the US Algebra and Young People's projects.
A working conference, jointly sponsored by the Educational Testing Service, Princeton University, the Young People's Project (YPP), and the Algebra Project (AP) is being held on May 18-20, 2012. The following abstract is taken from the prospectus for the conference by kind permission of the organizers.
``The AP and YPP projects build on the legacy of the work of Mississippi SNCC (The Student Non-Violent Coordinating Committee) for voting rights. Organizing for the right to vote in the early 1960s was not radical per se, doing so in the ‘60s for sharecroppers in the Mississippi Delta was. Likewise enabling high school students to graduate on time ready to do college math for college credit is not radical per se, to do so for students who enter high school in the bottom quartile is. Reaching those students is a game changer for them, and a game changer for the academic profile of the schools they attend.
``In the Algebra Project’s work with these students, a pattern is emerging. Participants can reasonably expect that students in the lowest quartile who remain in the Algebra Project cohort program through the tenth grade will continue to take four full years of high school mathematics, and graduate from high school on time prepared to do college math for college credit. This “reasonable expectation” comes out of the past 12 years’ work of the Algebra Project, YPP and a network of people, organizations, colleges, universities and schools.
``The Algebra Project has developed classroom strategies to help high school teachers transform mathematics learning for students in the lowest quartile, using instructional materials developed through NSF funding. This requires related teacher preparation and ongoing support; this also requires alternative or additional forms of assessment of student learning, and consideration of how we can best interface with the implementation of current and new state standards such as the Common Core State Standards for Mathematics (CCSSM). In addition, the scaling-up from individual classrooms to whole schools will require many new teachers. Thus, there is a need to rethink and restructure pre-service teacher preparation programs so that these teachers emerge ready to facilitate experiential STEM classrooms using AP pedagogical strategies.
``The YPP has developed after-school strategies to help Algebra Project students orient their youth culture to leaning. This requires developing and deploying entry-level knowledge workers: College Math Literacy Workers (CMLWs) and High School Math Literacy Workers (MLWs), who engage AP high-school students as well as elementary students in learning math through games and experientially-based activities.
``The purpose of this conference is to conceptualize the work needed to expand the AP/YPP model from individual classrooms to whole schools and search for network-wide consensus about the different dimensions of this work. For more information contact ben@algebra.org.''
.
is published by 
with the Developer menu in safari to inspect the local database and create brix diagrams programmatically. Users can toggle between a database view (shown with the yellow sticky notes below and in the listing of the content of the selected database) and the presentation view (shown using the colored brix, here black (k), brown and red (nr) and orange (o).
Session Code A16.15-17.45
