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Teaching Algebra Using Project-based Learning

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By Author: Mayank Gupta
Total Articles: 37
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Although the phrase "algebra project-based learning" is also relatively new to some educators, the concept is supported by years of verified results. It becomes important to teach algebra using project-based learning as students find it as one of the toughest topics to understand. Innovative ways to teach algebra are implemented by various boarding school in India, to make it easy for students to understand.
Throughout the centuries, mothers have schooled their daughters to stitch clothes using algebraic ideas to approximate yardage for clothing for the complete family. These skills were a necessity in several communities before populations moved away from the farming culture to more urban settings.
One part of providing a good fit for learners is creating learning applicable to a student's life. Learning practical skills that are relevant to existence is crucial to successfully navigate through the tutorial streams that flow into the large ocean of "real" life beyond school.
Project based learning helps in developing students’ interest ...
... as well as makes them understand new topics quickly. Majority of girls residential schools include project based learning to enhance the learning skills of the students. It also helps students to develop deeper understanding and greater retention of knowledge.

Teaching algebra with project-based learning
Educational specialists experienced in project-based learning techniques suggest that the main focus ought to be on increasing the knowledge base with activities that draw from a foundation of life experience and previous information. By connecting real-life things such as farming, automotive repairs and activity studies to assigned projects, kids will see the how and why of mathematical formulas and equations in tangible ways in which.
Sylvia Chard, an author of "Engaging Children's Minds: The Project Approach," says that kids naturally embrace learning techniques that reply to their desire to explore the globe around them. The "project approach" allows kids to raise queries, have interaction in bi-directional activities with their instructors and delve into real-life things with curiosity and zeal. Her web site offers many resources for new and veteran teachers who need to include project-primarily based learning activities into their lesson plans.
Chard suggests that projects be divided into three distinct phases.
The first section involves classroom discussions to find students' content and prior learning. Throughout this phase, instructors observe the ideas and reveal the set up for the activity.
The second section is an information-gathering period. Almost like fieldwork, this section permits students to raise questions, do analysis, appraise data and specific their findings through age-appropriate artwork or essays.
The third section may be a completion phase that provides the scholars with a chance to present the knowledge gathered and share their knowledge with classmates or another audience—such as parents—during a formal demonstration or speech.

Rethinking the order of teaching mathematics
Seymour Papert, an MIT (Massachusetts Institute of Technology) mathematician, suggests a radical, upside-down approach to introducing kids to mathematics. His premise is that engaging kids in real-world activities that cross the boundaries of multiple disciplines are way superior to teaching children through ancient ways that teach numbers first, then basic mathematics, then algebra and finally calculus.

Algebra project-based learning: coming up with activities
Moving toward project-based learning doesn't mean academics should completely abandon problem-based instruction. Academics will incorporate projects supported algebraic problem-solving skills. Collaborative efforts that have interaction student teams and encourage a joint effort may be accustomed to reinforce learning more pleasantly than rote memorization.
Teachers will integrate algebraic ideas into any traditional subject through projects. Activities may be designed to last throughout the school year or for a period of a few weeks, depending on the scope of the project.
Planning a class garden would involve preparation before the growing season, research, planting, transplanting and harvesting. A culinary arts project might involve hosting a bake sale or getting ready a dinner for parents or faculty officials. The possibilities are endless.

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