What Students See When They Look at Algebra (2024)

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Math with Bad Drawings

Lover of math. Bad at drawing.

Ben OrlinMath

1 Minute

Case Study #1: Brackets.

What Students See When They Look at Algebra (1)What Students See When They Look at Algebra (2)

What Students See When They Look at Algebra (3)

Case Study #2: Quadratics.What Students See When They Look at Algebra (4)What Students See When They Look at Algebra (5)What Students See When They Look at Algebra (6)

Case Study #3: Equation.What Students See When They Look at Algebra (7)What Students See When They Look at Algebra (8)What Students See When They Look at Algebra (9)

Case Study #4: Doubling a fraction.What Students See When They Look at Algebra (10)What Students See When They Look at Algebra (11)What Students See When They Look at Algebra (12)

Case Study #5: Comparing functions.What Students See When They Look at Algebra (13)What Students See When They Look at Algebra (14)What Students See When They Look at Algebra (15)

  • Tagged
  • how students process mathematics
  • student perspectives on math
  • the importance of algebra as a visual experience

Published

  1. You nailed it!!

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    1. amen

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  2. I just finished six months as a substitute math teacher. This sums up perfectly my experience teaching algebra to 14 y.o kids. It’s really hard to remember how it felt 30 years ago to discover for the first time these things I’ve now been using all my life.

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  3. ‘What students sees’ looks familiar to me. Can’t agree more. You nailed it totally!!!

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  4. I had such a good laugh from this. I homeschool my nephews and the younger one sees it just like your drawings. I love your stuff.

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  5. Case study 1 made me realize you draw your Xs without crossing lines, which makes them look very much like two parens: )( . I expected to see a student try to solve for the parentheses: look, there’s a big one in the middle, two smaller ones on either side, and half of one at the extreme ends. 😀

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  6. Many of these are about the ability to control the level of granularity at which the reader perceives the written mathematics: ie the mathematician can defocus a little and see the large scale structure, deferring the fine detail to a later stage.
    I recently came across a similar idea in computer coding. The presenter recommended zooming out your code so you could see the shapes and colours (assuming well-indented code, with a syntax colouring), to get the big picture (lots of little routines, some lists, a great big messy block, etc) before diving into detail.
    It’s a subtle skill, but vital.

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    1. Part of problem solving – deciding what isn’t important and when it is.

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    2. This is what I was thinking when I read this post, too. I believe this process of defocusing is called “chunking” in psychology. This post also reminds me of the way I have learned to understand proofs this semester in my beginner real analysis course: (1) get a picture of the situation –> (2) work out the details / completely understand each step of the proof –> (3) step back and look at the big picture and the overall strategy. Steps (1) and (2) are necessary for (3). Similarly, only a person who has gone through the stage of being a “confused student” is able to reach the stage of seeing everything clearly as the “mathematician” does in these illustrations.

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  7. What, no logarithms!? 😉

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  8. I disagree slightly about what mathematicians see for case #4. I see it as (something)/8 * 2 = (something)/4. There is no way I’d distribute the 2 first!

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    1. Agreed!

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    2. You’re totally right! For this visualization, I should have picked 3 instead of 2 as the multiplier.

      The proper visual for this one would be “here’s a bunch of eighths. To double the total, just make each of them into quarters.” Doubling the size of each piece rather than the number.

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    3. I agree with gasstationmanwithoutpumps on number 4. It would have been clearer with a second diagram, as you stated, displaying the doubled eights as quarter pieces. Good job on this one though.

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  9. Saving this to show to my students next year!

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  10. I love these because they illustrate (eh!?!) that kids don’t struggle because math is hard or that they are just “confused.” These bring forth the need for students to UNDERSTAND the inherent structures and meaning, not just the skill. Exactly why we need to spend as much time on students understanding what an equation IS as the skill of solving.

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  11. true

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  12. From your perpetual student desperately trying to fix her long-broken futon: this is perfect! And #2, the quadratic, yeah, I’m kind of pissed that no one ever told me that before (or maybe they did, but then they rushed on to shove h’s and k’s down my throat, so I’ve been spending all my time worrying about which one gets the negative and not enough time looking at what the expression is saying).

    It’s so important for teachers to understand how things look to us on the the low-ceiling crew. Thank you!

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  13. Those skeletons though…hahaha..

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  14. Reblogged this on nderisarah and commented:
    Do this problems lool familiar? What unit of maths did you dread?

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  15. I really enjoyed this.

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  16. For that (3x+1)/8*2 thing, my visual is:

    We have some amount of slices of pizzas that was cut into 8. If we share them among 3 people, there’s a slice left over. If we had twice that many, we could feed 6 people the same amount with 2 slices left over.

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  17. Great! Very funny 😀

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  18. Well, now I feel stupid. Thanks for the reminder, I guess.

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  19. YES!!! Learning how to ‘de-focus’ is essential and it was never explicitly taught (at least not in my experience) – I only ‘discovered’ that’s what was going on when one of my maths teachers muttered it to himself while working through a problem with me! It’s like one of ‘your’ unspoken secret tricks that somehow never gets passed-on but one is expected to find it out on one’s own. I think so many people balk at mathematical equations (and maths in general) because of the lack of this little insight.

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  20. I love you work

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  21. May I print these and hang them in my classroom? What excellent prompts for discussion!

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    1. Sure!

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      1. Thank you!

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  22. ;D

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  23. Yeah, basic summary:
    Students: <:O…
    Mathematicians: 🙂

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  24. How do you do it? Your posts are funny and awesome.
    Thank you for them. 🙂

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What Students See When They Look at Algebra (2024)

FAQs

What is algebra look like? ›

In algebra we use variables like x, y, and z along with numbers. Mathematical operations like multiplication (×), division (÷), addition (+), and subtraction (−) are used to form a meaningful mathematical expression. There are other signs and symbols that are also frequently used in algebra.

What is an example of algebra in real life? ›

For example, if one knows the distance and the speed of travel, an equation can be used to calculate travel time. Time = Distance ÷ Speed. If you are on a road trip, using these algebraic equations can help figure out the best time to leave, arrive, and prevent unwanted tardiness.

What does algebra do for the brain? ›

In simple terms, algebra builds a better brain (as do other disciplines such as learning an instrument, doing puzzles, and, yes, even some video games). When the brain is stimulated to think, the hair-like dendrites of the brain grow more extensive and more complex enabling more connections with other brain cells.

What does algebraic thinking focus on? ›

Algebraic thinking includes recognizing and analyzing patterns, studying and representing relationships, making generalizations, and analyzing how things change. Of course, facility in using algebraic symbols is an integral part of becoming proficient in applying algebra to solve problems.

How to explain algebra to kids? ›

Algebra is just like a puzzle where we start with something like "x − 2 = 4" and we want to end up with something like "x = 6". But instead of saying "obviously x=6", use this neat step-by-step approach: Work out what to remove to get "x = ..." Remove it by doing the opposite (adding is the opposite of subtracting)

What the heck is algebra? ›

Algebra is the branch of mathematics in which abstract symbols, rather than numbers, are manipulated or operated with arithmetic. For example, x + y = z or b - 2 = 5 are algebraic equations, but 2 + 3 = 5 and 73 * 46 = 3,358 are not.

What IQ do you need for algebra? ›

Algebra should be accessible to people in the 100–110 range. Trigonometry, about 110. Basic calculus, probably about 115.

What does algebra focus on? ›

Students apply the properties of operations with real numbers, the relationships between the operations, along with the properties of exponents to operations with polynomials. Also, students focus on the structure of expressions, rewriting expressions to clarify and reveal aspects of the relationship they represent.

What life skills does algebra teach? ›

Learning algebra helps to develop your critical thinking skills. That includes problem solving, logic, patterns, and reasoning. You need to know algebra for many professions, especially those in science and math.

What is the main goal of algebra? ›

algebra, Generalized version of arithmetic that uses variables to stand for unspecified numbers. Its purpose is to solve algebraic equations or systems of equations.

What is algebra mostly about? ›

Algebra is the branch of mathematics that helps in the representation of problems or situations in the form of mathematical expressions. It involves variables like x, y, z, and mathematical operations like addition, subtraction, multiplication, and division to form a meaningful mathematical expression.

What is the main idea of algebra? ›

The important concept of algebra is equations. It follows various rules to perform arithmetic operations. The rules are used to make sense of sets of data that involve two or more variables. It is used to analyse many things around us.

What is an example of algebra? ›

An example of an algebraic expression is 5x + 6. Here 5 and 6 are fixed numbers and x is a variable. Further, the variables can be simple variables using alphabets like x, y, z or can have complex variables like x2, x3, xn, xy, x2y, etc. Algebraic expressions are also known as polynomials.

Is algebra easy or hard? ›

Algebra can be a hard subject because it is based on abstract concepts. You have to solve complex problems that involve variables and strong critical thinking and logical reasoning skills. Whether you find algebra hard or easy also depends on your foundational algebraic skills, practice skills, and attention span.

Is algebra hard or calculus? ›

Calculus is the hardest mathematics subject and only a small percentage of students reach Calculus in high school or anywhere else. Linear algebra is a part of abstract algebra in vector space. However, it is more concrete with matrices, hence less abstract and easier to understand.

What are the 3 types of algebra? ›

There are five different branches or types of algebra. They are elementary algebra, abstract algebra, advanced algebra, commutative algebra, and linear algebra.

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