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A Third Way: Neither Remediation nor Acceleration
The dominant responses to inequity in mathematics education have been two: remediation for those deemed behind, and acceleration for those deemed ahead. Both responses accept the same premise — that access to advanced mathematics is a function of prior preparation,...
Dear Friends of the Algebra Project
Executive Director Ben Moynihan Dear Friends of the Algebra Project, As we step into this new year, we carry two things in equal measure: deep and abiding gratitude for everything we're building together and a frank concern I owe it to you to share.To be direct: We...
Open Letter from Ben Moynihan
Dear Friends of the Algebra Project, If Bob Moses were still with us today, I think he’d be asking friends of this work in civil rights and algebra for so many years to please support the Algebra Project and to help us shift into a space where we can share our math...
Work Cycle: Conclusion
At its simplest, the Algebra Project Work Cycle that moves from Individual Activity, to Team Collaboration, to Class Discussion, is the backbone of how an Algebra Project classroom functions. But in practice, it’s more than a sequence of steps. It is, in fact, not a...
Making Math a Movement: Shuronda Robinson, the Black Leaders Collective, and a Year of Building in Austin
On a hot July morning in Austin, a dozen sixth graders sat around folding tables at the Boys & Girls Club of Austin, cards fanned out in their hands. The game in front of them wasn’t Uno or Spades, it was called Let’s Take a Trip! And while the mechanics seemed...
The Algebra Project Work Cycle: Whole Class Discussion
Whole class discussion is the part of the Algebra Project Work Cycle where everything comes together. After students have wrestled with ideas individually, and after they’ve built meaning with peers in small or one-on-one groups, the conversation opens up to the room...