"In the past I followed the traditional plan that was taught to me in college. Upon my students' arrival they immediately started on a drill that led into a homework check....This year my lesson is more reflective of the pedagogical issues discussed in class. Instead of the students being presented the information, they experience it. This is accomplished in a lesson plan that consists of three phases; a launch, an exploration,k and a summary. In the first launch phase I introduce the investigation to the whole class by setting the context of the problem. This involved making sure the students understand the problem as well as the expectations. This is also the time I clarify definitions,k review prior concepts and if applicable, connect the problem to past experiences. During the second exploration phase, students work in pairs, small groups, or individually on problems...once sufficient program has been made I do the summary phase where class discoveries/finding are then discussed. Using their input I am able to refine and deepen their understanding of the mathematical concepts by extending the activity. ..Although this format does produce a degree of variation among the students progress, they are way beyond what I thought possible"

"Algebra seemed such a frightening term to me once upon a time. Now that I've taught basic algebra skills in my sixth grade class for the past couple of year and have had the opportunity to work on higher level skills in Math 506, it doesn't seem so bad...Algebra doesn't seem so unconnected to me as it once was"

"This course and others like it have given me the opportunity to link areas of math together and to also increase my own mathematical background,. The increase in my knowledge will definitely make it easier to see math further down the road for my students. I will hopefully continue to grow in this area of my teaching, by taking more ADEPT courses.. Another component of this course that is helping my teaching and understanding of the mathematics behind the principles, is the interaction with others in the class with more and even less of a mathematical background than myself. The other teachers that are involved in higher level courses have helped me stay out of the frustration zone, that I know some of my own students feel at times. This feeling of helplessness is the one I need to conquer and feeling that I need to help my lower ability learner [avoid] falling into. I believe that even the highest level student should feel some frustration at times. This means that they are learning something new and trying out possible solutions independently. Having students in our Math 506 class that had less of a math background than myself helped me to explain what and how I knew the relationship and gave me an opportunity to learn more.."

"I enjoy taking math course and teaching math. I seem to thrive on change and challenges. I want to teach and give my students the best possible math background for whatever avenues they choose to follow. This is why I think this course has been a great benefit for me...I also am convinced that there is a better way to initiate the learning of math concepts than what is being practiced in most math classrooms today. The idea of an investigative approach to mathematics including the need for groups to work together and share their ideas and applications is imperative. Most textbooks today do not use this approach and actually are written more to stifle the creativity behind mathematical models than to encourage thought and independent ideas. I have enjoyed this ADEPT course..and am excited about taking the next course..Taking this class has helped me to see that I could be more comfortable in a non-lecture setting than I originally thought. I am making a promise to myself to continue to increase my math background any way that I can, and incorporate new teaching styles into my mathematics classroom"

"Throughout this course I've read many articles, looked at problem solving through the eyes of others and have been reintroduced to topics that I thought were long forgotten. I've been enlightened on the use of pictures and using concrete models in the classroom. I've seen how group work can be utilized effectively in math and still have the confidence that learning is taking place. Because of this, I feel that I've grown tremendously as a math teacher. I now see myself with a much deeper understanding of many algebraic concepts. And I'm sure this increased knowledge will be passed on to my students through my confidence in myself. I know changes will be made in my lesson plans to incorporate many of the concepts discussed and read about during the class. Hopefully these changes may help foster creativity within my students with hopes of leading to a higher level of thinking and comprehension"

"I challenged myself to take on a more constructive approach in my own teaching methods. Based on my revised lessons, I see that I am on my way. However, I need to keep i mind that there is always room for improvement. I now challenge myself to encourage others that I teach with to take the same approach to teaching..I would like others in my school to sign up for some of these [ADEPT] courses. A large problems I have faced is..studetnts who are accustomed to being lectured to...If all the teachers take [a constructivist] approach, by the time I get [students] in 9th grade, they will be investigating math like they do in all their other science courses"

"I have seen peer groups used effectively to improve achievement as well as using concrete models, such as pictures, blocks, and tiles..I have been very impressed with the amount of pictorial representations of different problems..I also I saw how valuable it is to have students do written explanations to go along with [their solutions to] problems. This is very helpful to me as a teacher to see if the students really understand the concept.."

"I truly wish I could be there because I am a convert ( and you know what they say about the zeal of a convert) but I am being sent by my principal to a 3 day workshop [...] Please share with anyone that you like [...]

"This summer, I took the Concepts of Algebra class. Immediately upon returning to school I began implementing the ideas in my classes. With trepidation I invested a lot more time than I thought prudent in the development of algebraic thinking through examining and verbally explaining patterns , writing, twisting the circumstance, then revising... before the lessons on translating expressions into symbols, and finding function rules for simple functions.

"I am still amazed at how immediately the task was accomplished. My most unmotivated students are involved, all have been successful at some level. ( I did purchase a fun piece of software that gave the problem in a more video-junkie format that started them off...)"