Algebra for everyday activity use: A guide for sixth-grade mathematics teachers based on the Phllip C. Schlechty Working on the Work instructional model

This project addresses through the study of practice---a critical goal of mathematics literacy of American students---how to teach mathematics. Further, this study of practice emphasizes the blending of participatory classroom action research with a soft systems approach using qualitative and interpretative modes of inquiry. The research perspective is a reflective/dialectical view of relationships between subjective-objective (thinking) and individual-social (what is).;Mathematics illiteracy is a critical problem; therefore, one critical element of mathematics (algebra) and one critical time for focusing (sixth-grade level) was chosen. Fortunately, the National Council of Teachers of Mathematics (2000) and Ohio Department of Education (2002) organizations have established what students need to know at this grade level. The mathematics standards are clear. The task is to provide sixth-grade teachers with exciting and relevant mathematics methods to teach recognized standards.;"Good" teachers know student involvement, especially in real-life situations, is a key to learning. Clearly, however, the involvement must not be an end itself but a means to learning. One means to learning methodology is found in the Working on the Work Model by Schlechty (1997, 2001, 2002). Schlechty emphasizes strongly the need for student involvement in lesson design and implementation but further established rigorous performance standards for this involvement.;This interdisciplinary Guide involving mathematics, education, economics, and business is a flexible application document for teachers. Each lesson as a whole can be used as a weeklong assignment or portions of the lesson may be taken to emphasize a particular algebra concept. Lessons are outlined in intricate detail to meet work performance standards as well as carefully integrate professional and specific state approved mathematics standards. Lessons are workable and exciting. Rubrics for teachers and students to reflect on learning objectives are included. Finally, field-testing as well as congruency analysis serve to support the interpretation and applicability of this product.;This early attempt to apply the Schlechty (2002) Model in teaching mathematics (algebra) charts a pathway for future expansion and extension by mathematics educators pursuing action research.