Trigger Modal

Talk with us about working together to close the achievement gaps in math and science.

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School-Year Experience

During the school year, participants in the program reengage with key AYD concepts and activate and reflect upon what they learned in the summer experience. They apply their learning from summer to Algebra I and help to create a culture of engagement and productive persistence in the classroom. Perhaps most importantly, AYD students continue to build confidence and strengthen aspirations for high achievement. Again, the program is fully supported with a curriculum.

In these brief video clips, students in a 9th grade Algebra I class work on a complex problem, the Wheel Shop problem. Prior to this class period, students have solved systems of linear equations in two variables and have discussed metacognitive strategies for persistence.

The Wheel Shop problem contains two parts. In the first part students work to solve a standard system of equations with two unknowns, much like the problems they have already studied. In the second part of the problem, students are asked to extend their understanding to an unfamiliar problem type: a scenario that will give rise to a system of three equations with three unknowns. This problem is designed to provide students a space for productive struggle. As students work on such a problem, their work is guided by two carefully-designed tools (Thinking About Thinking: Problem-Solving Tool and Thinking About Thinking: Self-Reflection Tool) to help them engage in strategies for persistence and to reflect on their productive struggle. As you view the clips, notice how each of the three pairs of students shown persists in making sense of different aspects of the problem.

In this clip, two students work together on the Wheel Shop problem by identifying the terms to set up a system of equations.

In this clip, two students work together on the Wheel Shop problem by deciding how to formulate one of the equations in the problem.

In this clip, two students work together on the Wheel Shop problem by discussing how to set up the two equations. They then use the Thinking About Thinking: Self-Reflection Tool to reflect on their work on the Wheel Shop problem.