Teaching Algebra Concepts

Teaching Algebra Concepts

Readings: Brahier (pp. 337-353)-the Teaching of Algebra; excerpt from Standards Decoded (in Module content).

Please note that the original pages listed in the syllabus were from older book edition. I corrected the pages and included the title in case you are using a different book edition.

Reading Response 2:

The Brahier section focuses on the Teaching of Algebra. The Standards Decoded excerpt provides additional information about the 8th grade Expressions and Equations standards.

Respond to the following questions.

1. According to Briahier, “Although there are subtle differences in the ways that algebra is defined in mathematics education, it is important to think of it as a language and a content area, rather than a course that one takes in secondary or middle school” (p. 340). What do you think he means by algebra as a language? What would that conception of algebra mean for teaching?

2. Which of the Algebra activities on pp. 349-353 would you use in instruction? Why?

3. What was one key “take-away” for you from the excerpt from the Standards Decoded document? Why was this significant

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1. Algebra as a Language

In Brahier’s statement, he emphasizes that algebra should be understood as a language rather than just a subject or course. Algebra, much like a language, consists of symbols, structures, and rules that allow for the communication of mathematical ideas. Just as spoken languages enable people to express thoughts, algebra provides a systematic way to describe patterns, relationships, and problem-solving processes in mathematics.

From a teaching perspective, this means shifting instruction away from mere procedural learning (e.g., memorizing formulas) toward conceptual understanding. If algebra is seen as a language:

Students should engage in conversations about algebraic expressions and equations to develop fluency.
Instruction should emphasize reasoning and connections rather than isolated computations.
Real-world applications and multiple representations (verbal, symbolic, graphical) should be incorporated to show how algebra expresses relationships.

Thus, teaching algebra as a language of mathematics encourages deeper understanding and flexible thinking rather than rigid memorization.

2. Algebra Activities (pp. 349-353) for Instruction

One activity I would incorporate into instruction is…