Frog Jumping –Algebra With Meaning! (Less Rules, More Number Sense)
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**Speakers**
## Keith van De Keere

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Algebra is often taught as being merely about moving numbers and variables around and balancing equations. Classes are often focused on following procedures that students are taught that are meant to help them get answers instead of learning to build and investigate algebraic relationships. We need to help them learn and trust the math rather than rely on us to tell them what to do.

The hard part about algebra is building the equations which we just give to them. So they miss out on the real study of algebra. Answers are important but they are not the math. The math happens on the way to the answer.

In this workshop, teachers will be asked to look at algebra in a very different light by using “jumps” on an open number line. We will use a model and interesting contexts that allow us to talk about much more than the answer. We will look at the big ideas behind algebra and show how kids can both see and show the math rather than just memorize and reproduce a procedure.

The hard part about algebra is building the equations which we just give to them. So they miss out on the real study of algebra. Answers are important but they are not the math. The math happens on the way to the answer.

In this workshop, teachers will be asked to look at algebra in a very different light by using “jumps” on an open number line. We will use a model and interesting contexts that allow us to talk about much more than the answer. We will look at the big ideas behind algebra and show how kids can both see and show the math rather than just memorize and reproduce a procedure.

Numeracy Consultant

Keith is a strong advocate for continued improvement of math education. He sees numeracy as an essential part of all education discussions. He works primarily with K - 9 teachers where he facilitates workshops, assists lesson and unit planning, and does team teaching and lesson demos... Read More →

Friday February 19, 2021 12:30pm - 3:30pm MST

CATCA Virtual Room 054

CATCA Virtual Room 054