Teaching Algebra - Making Real World Connections

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Teaching Algebra is always a challenge with students, because it is procedural driven and typically taught without any connection to the real-world.

This is why students constantly ask - “I will never use this, so why do I need to learn it?”

This explanation - “You need to learn it, because algebra helps you develop logic thinking skills and employers expect you to have passed an algebra class in high school.” falls on students’ deaf ears.

Algebra needs to be taught in the context of real-life applications so students can develop a better understanding of why and where algebra is needed.

Real World Algebra Problems

Two sample real-world algebra problems are:

“If a batter goes into a game with a seasonal batting average of “S” after a total of “T” times at bat, and gets “K” hits in that game for “N” times at bat, the batters new batting average is determined by this expression:”

“Suppose a roller coaster ride begins by climbing to a height of 50 meters, and then falling rapidly to a height of 10 meters. If you ignore the effects of friction, then as it falls its velocity will be related to its height above the ground by this equation:”

Learning Variables, Patterns, and Functions

Variables is used in algebra for developing expressions and equations, because students need to determine what independent and dependent variables are, for example y = x.

This has real-world connections with science, since students must identify independent and dependent variables when conducting science experiments.

Lets take a look at a sample real-world problem in which students use variables to solve algebra problems.

High school algebra students are fascinated with getting their drivers license to experience the freedom of driving a car.

One thing they do not understand is center of gravity and the fact cars with a high center of gravity will turn over quickly when turning corners at a high rate of speed.

Note: Watch high school students peeling out of their school’s parking lot any day to observe this first hand.

Problem: Which car do you think is likely to roll over in a sharp turn?

Show students pictures of an SUV and sports car, when asking this question.

Then provide them with materials that represent the differences between these two types of cars (different size blocks of wood or cardboard boxes) for them to test.

In this real-world application, students are using algebra concepts related to patterns, functions, and variables.

Students should find the amount of force required to lift the opposite side of the vehicle depends on the width of the vehicle - the greater the width, the more force required.

Graphing the data should yield points which lie roughly on a straight line and pass through the origin (proportional function).

Students then determine the slope of the line to find the formula which describes the relationship - Force required = (slope) × width of vehicle.

Connections with Real-Life

When I took algebra in school, a long time ago, it was boring and I asked the same questions students ask today. All we did was work problems in class after the teacher demonstrated how to solve the problem on the board. I passed, although I hated every minute of algebra class.

Fast forward a couple of decades - Has anything changed? In most cases no! My children learned algebra the same way as I did, except this time they are completely turned off to mathematics.

When algebra is connected with real life situations, it gives students a personal connection. They can draw upon their prior knowledge and life experiences to help make these critical connections.

Everything else is evolving and changing, so should algebra continue to be taught the same way?