Enhancing Algebra II Education for Student Success
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Working Together for Student Success
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Because of the importance of STEM and workforce needs, an
effort was made to make the course applicable, project-based and
inquiry-based, with a focus on contextual problems rather than
symbol manipulation.
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As a result of feedback from the field, there is an emphasis on the
use of technology to analyze higher order functions in context, as
opposed to requiring calculations to be done by hand.
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IDOE is planning professional development and support resources
to help the field with the implementation of this course.
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Any course adopted as an alternative to Algebra II “must be at a
level of difficulty that aligns with postsecondary preparation.”
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MetaMetrics reviewed the proposed standards, finding this
condition had been met. The report can be shared upon request.
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The Dana Center also provided an outside review of the course,
and we incorporated the feedback.
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Other “applied mathematics” courses were considered. These
courses either required Algebra II or did not meet the difficulty
requirement of HEA 1426.
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College entrance exams (for future accountability) are much
heavier in Algebra than geometry, so there is a need to keep
students learning algebra.
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Achieve recommends a minimum of 3 years of math. States, like
Indiana, that have an automatic CCR-diploma, have shown a
smaller achievement gap.
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Analytical Algebra II focuses on project-based learning with technology integration, aligning with postsecondary preparation standards. Parameters of HEA 1426 ensure course difficulty meets requirements. Considerations emphasize the importance of algebra in college readiness and achieving academic success. Professional development and support resources are planned to facilitate course implementation.
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Presentation Transcript
Analytical Algebra II Dr. Jennifer Jensen Assistant Director for Curriculum and Instruction Working Together for Student Success @EducateIN
Analytical Algebra II Because of the importance of STEM and workforce needs, an effort was made to make the course applicable, project-based and inquiry-based, with a focus on contextual problems rather than symbol manipulation. As a result of feedback from the field, there is an emphasis on the use of technology to analyze higher order functions in context, as opposed to requiring calculations to be done by hand. IDOE is planning professional development and support resources to help the field with the implementation of this course. @EducateIN
Parameters of HEA 1426 Any course adopted as an alternative to Algebra II must be at a level of difficulty that aligns with postsecondary preparation. MetaMetrics reviewed the proposed standards, finding this condition had been met. The report can be shared upon request. The Dana Center also provided an outside review of the course, and we incorporated the feedback. @EducateIN
Other Considerations Other applied mathematics courses were considered. These courses either required Algebra II or did not meet the difficulty requirement of HEA 1426. College entrance exams (for future accountability) are much heavier in Algebra than geometry, so there is a need to keep students learning algebra. Achieve recommends a minimum of 3 years of math. States, like Indiana, that have an automatic CCR-diploma, have shown a smaller achievement gap. @EducateIN
Questions? @EducateIN
