By Lam T.Y., Magid A.R. (eds.)

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Or of schooling as a whole, would help eliminate the dynamics I have been describing. I would argue that restructuring roles and relationships inside the classroom is a crucial part of the larger organizational restructuring needed to Page xiv address the central difficulties of compulsory schooling. Simply restructuring the organization of schools, while leaving intact current modes of instruction, seems unlikely to address the alienation of some students from academic knowledge. Though, for some readers, this book will be a trip back to what may have been a bewildering, and sometimes forbidding, placethe high school algebra classroomthe focus on the teaching of algebra is particularly illuminating for three reasons.

The eagerness of those first students had obscured the problematic nature of teaching algebra. In subsequent classes, students did not feel the same need to know algebra and did not ask me to cover two years' material in one year. I was teaching with the famous, and at that time ubiquitous, Dolciani and Page 3 Wooten (1970/1973) Modern Algebra text. 2 I taught students to solve linear equations (Chapters 4 and 5), to factor quadratics (Chapter 7), and to graph functions and relations (Chapter 10), and three methods for solving systems of linear equations (Chapter 11)content still familiar to algebra teachers throughout the United States.

Page viii "Maybe not," we come to learn. Chazan helps us understand important differences between the teaching of algebra in a Jewish Day School on the East Coast and the teaching of algebra to reluctant non-college-bound high school students, such as Callie, from working-class backgrounds in Michigan. " With a few deft strokes of his brush, Chazan sketches the complexity of what it means to learn to teach algebra to diverse learners in diverse contexts. Consider the pressures of the reform aimed at giving all students access to algebra.

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