The Flavor of Math: Understanding Algebraic Terms
What do you call a collection of two or more equations using the same set of unknowns? Can you identify the variables and constants in a mathematic expression? Why would a person ever use the Method of Matrices? If you were an Algebra student, you’d be committing these definitions, methods, and terms to memory, filling your lexicon with the language of math.
“If you don’t use it, you’ll lose it.” Any veteran language learner will tell you that old adage. Being challenged to use their new vocabulary in a different context is one way to help students become (and remain) fluent. To encourage this, Amy Goodman, Math Department Chair of North County High School (NCHS) in Northern Anne Arundel County, coordinated an artist residency developed by YA artist and spoken word poet Femi the DriFish in collaboration with the school’s Algebra 1 team. Artist residencies, like this one, came to the school thanks to the Arts Empowered Minds Initiative.
Through the initiative, schools in Northern Anne Arundel County are learning to use arts integration as a strategy for boosting student achievement and engagement. Classroom teachers and school administrators are building sustainable partnerships with teaching artists and arts organizations that inspire students and use the creative process to make meaningful, real-world connections to the curriculum.
“Mr. Fish!” NCHS students announced Femi the DriFish’s arrival. The artist is a master of illustrating the meaning of words through poetry and, through literary guidance, builds a strong rapport with the young scholars. For this residency, Femi worked with students to write poems within small groups on the topic where I’m from.
The 9th graders brainstormed over how to use the algebraic vocabulary words scribed onto the backs of index cards to convey their thoughts: function, common difference, output, relation. The language usually reserved for Algebra class became double entendres in lyrics carrying messages of citizenship, diversity, and pride. “If you use the terms correctly,” Femi said, “you remember the definition. You retain it and can access it later.”
“Like parallel lines, some soulmates never meet,” one student revealed in his group’s performance. Some soloists represented their classmates. “Word pairs are like the relation to life, we are all like terms so we don’t have to fight.”
NCHS Algebra teacher Mrs. Russell was pleasantly surprised by the outpouring of creativity. “I’m seeing different things and personalities from kids that I don’t normally see,” the teacher said. “They’re a lot more excited than I thought they’d be!”
As they industriously crafted metaphors and similes, cleverly using their new vocabulary as figurative language, debate arose over whether or not the verses should rhyme. “It never has to rhyme,” Femi advised. “It’s how you perform it that gives it flavor.” He taught the children to confidently use body language by analyzing performing techniques and discussing what is needed to relay a message. “It’s all about how to effectively communicate with your audience,” Femi said. Scholars rehearsed the delivery of their collaborative poetry to truly express their emotions, communicate their history, and challenge the audience to walk in their shoes.
The students did not disappoint. “Like parallel lines, some soulmates never meet,” one student revealed in his group’s performance. Most groups selected just a few students to deliver their words in the culminating performance. Some soloists represented their classmates. “Word pairs are like the relation to life, we are all like terms so we don’t have to fight.” Performers garnered many cheers and rousing support from the teachers and peers populating the auditorium. And everyone involved in the residency left with a much stronger understanding of algebraic vocabulary and a knowledge of terms they won’t soon forget.
So, what do you call a collection of two or more equations with the same set of unknowns? A system. You call it a system.
The Arts Empowered Minds Initiative is the combined effort of many groups and individuals seeking to build a movement for increased equity through the arts in their community. With funding from the NEA in 2016, we built partnerships with Anne Arundel County Public Schools (AACPS), Chesapeake Arts Center (CAC), Arts Education in Maryland Schools Alliance (AEMS), Arts Council of Anne Arundel County, and University of Maryland – Baltimore County (UMBC).