Functions and Algebra
Many local school
districts are now using a report card that gives much more information to
parents, namely, what ÒstandardsÓ your children are expected to achieve by the
end of the year. Additionally, many
of the subjects are broken down into more specific areas. Your childÕs school may report grades
in ÒMATHÓ by dividing math into more specific areas, like:
ÒFunctionÓ is a
very intriguing and powerful process for our kids. ÒFunctionÓ helps kids find and use RULES when working with
numbers and patterns. For example,
Ôcounting by twosÕ employs the rule of Ôalways adding 2.Õ Do you remember learning Òsquare
numbers?Ó (Yes, you doÉ49 is a
square number because 7 ÔsquaredÕ = 49É)
I donÕt know about you, but I felt like a mathematical genius when I
learned that rule! The function of
ÒdoublingÓ a number is also very powerful for even the youngest of our
mathematicians. Patterns are all
around us, and students begin to manipulate, or change, these patterns
(according to a certain rule) in colors, shapes, and numbers in order to
develop mathematical knowledge.
ÒAlgebraÓ used to
have this Òvoo-dooÓ quality when we mentioned to the kids that we were going to
use ÒAlgebra.Ó Kids either jumped
out of their seats in anticipation, or trembled. Thankfully, those days are
LONG gone. Kids are now routinely
using algebra to help make their lives simpler and more meaningful. So what is it? Think about the equal sign Ò=Ó for a
minute. That symbol is just about
the most powerful symbol in our mathematical system. Place the equal sign in
the MIDDLE of an equationÉthen you have algebra. For example:
8+
___ = 12. That blank (unknown) is
a type of variable. Your child is
manipulating different numbers in order to make that equation work. Or, try thisÉ
6
x 4 = ___ + 20.
Your child is learning
that one side of the equation must equal the other side. These experiences allow students to
become much more fluid in their mathematical thinking, and even become more
fluent in computation. During my
elementary years, I believe I did over 2 million addition and
subtraction problems (i.e., 13 + 7 = ___; or, 358 Ð 178 = ____ ) which did not
give me ANY comfort whatsoever for the math that I would see in middle and high
school. Subsequently, I never
learned to see math as a way to make my life EASIER.
To be certain,
seeing the students work in the area of ÒFunction and AlgebraÓ is one of the
most satisfying parts of our jobs.
We couldnÕt ÒfunctionÓ without it!