Building a Foundational Understanding of Systems of Equations

Authors

  • Mark D. Hogue Slippery Rock University of PA
  • Miranda Spengler Slippery Rock University of Pennsylvania
  • Rachel Hughes Fort LeBoeuf School District
  • Caitlyn Bell Valley Grove School District

Keywords:

Systems of Equations, Standards of Mathematical Practice, Algebra

Abstract

The teaching of systems of equations has often been reduced to a series of procedures and steps, often boiling off the context that is inherent with each individual system. Delivering learning opportunities around systems requires teachers to present students with opportunities to engage with the Standards of Mathematical Practice, where students reason, model, and persevere. In this article, classroom teachers are provided with ideas for practice that center around the use of problems to introduce the various methods for solving simultaneous equations.

Author Biographies

Mark D. Hogue, Slippery Rock University of PA

Mark D. Hogue

Rachel Hughes, Fort LeBoeuf School District

Rachel Hughes is a high school math teacher at Fort LeBoeuf School District in Waterford, Pa. Rachel earned her B.S from Penn State Erie in 2019 and is now a graduate student in the College of Education at Slippery Rock University of Pennsylvania.  She enjoys teaching her students about a growth mindset in a classroom and how to use it outside of the classroom.  After earning her master's degree, she looks forward to helping her students see the different STEM opportunities worldwide.

Caitlyn Bell, Valley Grove School District

Caitlyn Bell is a middle school mathematics teacher at Valley Grove School District in Franklin, PA. Caitlyn earned her B.S. from Edinboro University of Pennsylvania in 2013 and is a current graduate student at Slippery Rock University of Pennsylvania. She has 8 years of experience teaching primarily middle level mathematics in several districts in Pennsylvania and North Carolina. She demonstrates compassion in her classroom and enjoys making learning meaningful while fun. 

References

Allen, Kasi C. "Problems before Procedures: Systems of Equations." The Mathematics Teacher 107.4 (2013): 286-91.

Corestandards.org. 2010. Common Core State Standards for Mathematics. [online] Available at: <http://www.corestandards.org/wp-content/uploads/Math_Standards1.pdf> [Accessed 19 July 2022].

Gerver, Robert K, and Richard J Sgroi. "Creating and Using Guided-Discovery Lessons." The Mathematics Teacher 96.1 (2003): 6-13.

Jerôme, P., Beisiegel, M., Miranda, H., & Simmt, E. (2009). Rethinking the Teaching of Systems of Equations. The Mathematics Teacher, 102(7), 526–535.

Nusantari, E., Abdul, A., Damopolii, I., Alghafri, A. S. R., & Bakkar, B. S. (2021). Combination of discovery learning and metacognitive knowledge strategy to enhance students’ critical thinking skills. European Journal of Educational Research, 10(4), 1781-1791. https://doi.org/10.12973/eu-jer.10.4.1781

Otten, S., & Otten, A. (2016). Selecting Systems of Linear Equations. The Mathematics Teacher, 110(3), 222–226.

Downloads

Published

2023-08-02

How to Cite

Hogue, M. D., Spengler, M., Hughes, R., & Bell, C. (2023). Building a Foundational Understanding of Systems of Equations. hio ournal of chool athematics, 94(1), 21–30. etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/9482

Issue

Vol. 94: Summer 2023

Section

Articles

License

By submitting this agreement, the author hereby grants to The Ohio State University, on behalf of its University Libraries