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Eighth-graders will have to be proficient in algebra

The California State Board of Education has announced that in three years’ time, all eighth grade students in California will be required to take an algebra standards test, requiring students to have a full knowledge and firm grasp on algebraic thinking before entering high school.

In order to enable most of their students to meet the standards, successfully understand and comprehend the concept of algebra and bridge any potential gaps in learning, the Fallbrook Union Elementary School District is taking steps to ensure students understand the math concepts being taught at their current grade level.

According to Assistant Superintendent Dr. Brian Jacobs, instructional materials are being gathered so that pre-algebra concept courses can be introduced to students in the district in grades as low as third.

With each grade advancement, more and more algebra concepts will be taught in order to create “stepping stones” for students, so that as they approach the eighth grade, they will have the critical thinking necessary for the computation of algebra.

“This means sixth grade becomes more of a pre-pre-algebra, with our goal trying to be that all of our seventh grade students are taking pre-algebra, leading to all eighth-graders taking algebra,” explained Jacobs.

Currently, well over 50 percent of the students in the district’s eighth grade area are reported to be already taking algebra courses, and Jacobs stated that while the district is “going to be stretched” in order to prepare students for the exam, the students are in “a pretty solid state” in comparison to other districts.

The district will be using what is called “framework intervention” in order to help identify those students in lower grade levels who are not comprehending the basic mathematic concepts. Once these students are identified, the district will intervene by differentiating instruction and providing tutorials in algebra.

One distinct challenge the district faces is preparing all students to be developmentally ready for algebra, as every child develops the ability to grasp the aptitude for algebraic thinking at different stages.

“It is such a different way of thinking,” remarked Jacobs. “Some students at the age level of 10 to 14 are still developing a sequential way of thinking. We are going to have to look at creative ways to assist those students who find the algebraic way of thinking outside their normal way of thinking.”

In order to be able to address this concern, the district has already begun backward mapping from algebra standards through each of the grade levels in order to close the gap some students may have.

Another concern the district is facing is while the seventh and eighth grade mathematic teachers are highly qualified to teach algebra, many of the upper elementary teachers, while competent in basic mathematical reasoning and teaching, will not have the tools necessary to be able to clearly teach the pre-algebra courses.

Jacobs said that it is a matter of providing additional professional development for the elementary teachers, who, unlike junior high teachers, do not focus on teaching just one subject, but rather have to teach a variety of subjects throughout the day.

The district is planning on working with the upper elementary teachers and is looking for a way to be able to support the teachers’ personal and professional development, along with the students’.

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