History of Algebra Instructions
History of Algebra Instructions
Algebra has historically been a tough topic for most students. This is because algebra involves numerous technicalities in comparison to other areas of mathematics. The historical approaches for teaching algebra in the past have had different types of implications on Today’s classroom. It is thus essential to examine these trends over the past few decades. Firstly, it is worth noting that algebra was only taught to eleven year olds and above (Stacey, 2004).
This results from the concerns about the capacity of young learners to grasp the fundamental concepts of algebra. However, an eleven year old has the necessary cognitive skills of understanding the basic principles of algebra. In previous years, the use of patterns was an important element of teaching algebra. The rationale in using this approach was that learners could easily resolve algebraic problems using the patterns. For young learners, understanding the fundamental concepts of algebra has always been a huge challenge. This was a crucial factor behind the inclusion of patterns in the teaching process. In the past, materials such as matchsticks were also essential components of algebra instructions (Miller, 2005).
Young learners can easily understand logical arguments through the use of objects. This rationale was essential while teaching algebra using materials. In essence, materials or objects are also essential in attracting the attention of children. The lack of concentration in the classroom is a critical reason behind the poor performance in algebra. However, the use of materials while teaching helps in averting such challenges. Through these materials, learners can easily relate algebraic expressions with real life situations. This approach was essential in facilitating for a smooth learning process. Graphs and sequences were also integral components of the teaching process. For instance, graphs were vital in explaining the relationship between x and y components. On the other hand, sequences were critical in helping the students to grasp the basic concepts of algebra (Barker, 2006).
Changes in Algebra Instructions
Many alterations have been made on algebra instructions. Firstly, teaching of algebra now commences at eighth grade. This facilitates for the introduction of algebra lessons at an older age. This is different from the historical approach when algebra lessons begun at a younger age. This approach helps in maintaining the child’s interest in mathematics. Another change in teaching instructions is the introduction of personalized models. These models are meant for individual learners and not the entire classroom (French, 2002).
The personalized approach helps in dealing with learning disparities among different individuals. Individuals have different cognitive abilities. For instance, some learners have the ability to grasp concepts faster while others take time. The personalized model helps in addressing such types of disparities. The changes in algebra instructions also include the use of modern technology. For instance, numerous software applications are available for teaching mathematics. These applications were not available in previous years. This has made it easier for instructors to pass instructions to learners (Miller, 2005).
Additionally, the modern technology applications are crucial in addressing some of the challenges of learning algebra. These technology platforms are also essential in evaluating the progress of students with regard to learning algebra. These applications are also vital in enhancing the communication framework between the instructor and the learners. During the past, communication breakdown was a critical concern while teaching algebra. However, these applications address this challenge by enhancing the accuracy levels (Stacey, 2004).
Positive Implications of Changes
The changes in algebra instructions have had numerous beneficial implications. These implications are evident in today’s math classrooms. Firstly, teachers can develop effective instruction plans for teaching algebra. These plans are crucial in streamlining the learner’s capacity to understand different concepts of algebra. Another positive implication of these changes relates to the teaching outcomes. This is because students post impressive results in mathematics. Without these changes, most students would continue to struggle with algebraic questions (Barker, 2006).
The changes have also made it possible for the teachers to identify the students’ weaknesses while teaching algebra. This helps in addressing such challenges at an early stage. The inclusion of modern technology in teaching algebra has also made it possible for instructors to assess the effectiveness of learning materials. These reviews are essential towards the enhancement of learning outcomes (Miller, 2005).
Negative Implications of Changes
One notable negative implication of these changes concerns the minimization of interactions between learners and instructors. While teaching algebra, such interactions are critical towards the enhancement of learning outcomes. However, platforms such as software applications have made it difficult for constant interactions to take place between the students and instructors. As a result of these changes, there has been a reduction in the use of materials and other objects while teaching algebra. Although these materials and not conventional, they were useful in terms of simplifying the learning process. The removal of such materials from the classroom has made it difficult for learners to relate algebra with practical life scenarios. All these aspects illustrate the genitive implications of changes in algebra instructions (Barker, 2006).
References
Barker, V. C. & Lockwood, J. S. (2006). Algebra: Introductory and intermediate,Mason, OH:Cengage Learning
French, D. (2002). Teaching and learning algebra, New York, NY: Continuum International Publishing
Miller, S. N. (2005). Teaching algebra: Reversing the effects of social promotion,Lanham, MD: Rowman & Littlefield Education
Stacey, K. & Chick, H. (2004). The future of the teaching and learning of algebra, New York, NY: Springer Science
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