2013 Conference Proceedings - University of Nevada, Las Vegas

Practice throughout the investigations and communications. Students are asked to model,represent, graph, write about, and discuss their strategies for investigating and solving problemsas they begin to internalize algebraic ideas and develop an understanding of algebraic techniques.MethodologyDesign research is highly interventionist and requires researchers to work closely withteachers while collecting extensive feedback and data for re-design and revision (Cobb, Confrey,Disessa, Lehrer, & Schauble, 2003). Circumstances of working with the HIDOE necessitated anadaptation of the design phase. Our adaptation of this approach for the research and developmentof AMAA began with an initial design and development followed by implementation ofmaterials in a small set of classrooms. During this process there was a review of materials anddiscussions between researchers and teachers implementing the materials. From these results thematerials are being revised and will be re-implemented in other settings.Aligned with the CCSSMThe content and practice of modeling provide coherence for the lessons. High schoolstandards specific to modeling and appropriate for the Algebra I course of study were selected asthe basis for AMAA. The resultant curriculum is a mixture of problems and investigationssituated in real and practical settings where students experience mathematics in accordance withthe modeling cycle diagram in the CCSSM (2010, p. 72). Extended explorations and problemsfrom pure mathematics are also included.The AMAA content is organized according to the five critical areas identified for TraditionalPathway: High School Algebra I, Unit 1 Relationships Between Quantities and Reasoning withEquations, Unit 2 Linear and Exponential Relationships, Unit 3 Descriptive Statistics, Unit 4Expressions and Equations, and Unit 5 Quadratic Functions and Modeling. A preliminary unit,Unit 0 Getting Started, introduces students to problem solving investigations and processes usedin the course. Because students for whom this course was intended often do not have experienceconducting mathematical investigations, Unit 0 problems highlight modeling, specifically, themodeling cycle suggested by the CCSSM (2010, p. 72–73). Lessons provide opportunities for theclass to establish norms for an environment critical for productive classroom discourse. Unit 0also initiates the focus on standards for mathematical practice that students will be expected toembrace with greater proficiency as they progress through the materials.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 52