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Teaching Strategies for Improving Algebra Knowledge: 2019 Update

Course #: 02-1000

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Price: $16.00

CE Credit Hours: 4.00 Continuing Education Credit Hours

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How to Take This Course:

  • 1 View Course Worksheet -  View the course worksheet or print it out to review later
  • 2 Read the Course Material -  As you read through, mark your answers on the course worksheet to be prepared for the exam
  • 3 Take Exam -  You must a achieve a score of 75% or higher in order to earn credit for the course.
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Course Description

Course Description

Algebra is often the first mathematics subject that requires extensive abstract thinking, and understanding algebra is a key for success in future mathematics courses. This course, developed using information from the U.S. Department of Education’s Institute of Education Sciences (IES),  is designed to give educators updated evidence-based recommendations that address the challenges of teaching algebra to students in grades 6 through 12. The course material synthesizes the best available research and shares practices that are supported by evidence, and is intended to be practical and easy for teachers to use. Recommendations and examples are included as well as suggestions for putting each recommendation into practice, roadblocks that may be encountered, and possible solutions.

Course Objectives

1. Identify the general and interrelated themes for improving the teaching and learning of algebra.

2. Discuss strategies to use solved problems to engage students in analyzing algebraic reasoning and strategies.

3. Describe how to teach students to utilize the structure of algebraic representations.

4. Explain methods to teach students to intentionally choose from alternative algebraic strategies when solving problems.

5. Review sample problems and examples that demonstrate concepts along with solutions to overcome roadblocks that may be encountered in the learning process.

6. Outline pertinent research findings related to algebra instruction.


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We will disclose, in advance, any proprietary interest in any product, instrument, device, service, or material to be discussed during the learning event, as well as the source of any third-party compensation related to the presentation. This policy applies to both our organization and contractors. If such proprietary/financial interests exist, we will publish a disclaimer in marketing or instructional materials for a course.

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