Access Algebra

Date: 
Wednesday, August 15, 2007 to Wednesday, July 31, 2013
Resource Type:
Project Descriptions
Environment Type: 
Professional Development, Conferences, and Networks, Professional Development and Workshops, Exhibitions, Museum and Science Center Exhibits
Audience: 
Families | Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals
Discipline: 
Mathematics
Organization:
Oregon Museum of Science and Industry, Garibay Group
Description: 

The Oregon Museum of Science and Industry (OMSI) will create a 5,000 sq ft traveling exhibition designed to engage families with children ages 10-14 with concepts of algebra. Access Algebra will increase visitor awareness of the role of algebra in everyday life and help them to develop algebraic thinking skills. This exhibition will travel to 21 science centers, reaching some 3.5 million visitors on its national tour. It will be accompanied by an Educator's Guide, Family Guide, and complementary web activities. Access Algebra incorporates testing and implementation of an innovative model for professional development for museum exhibit, program, and interpretive staff. It links the exhibition tour to training at each venue designed to increase knowledge of algebra concepts and to develop facilitation skills in family math learning. The package includes workshops, training DVD, printed guide, Math Toolkit, and website support. Project partners include TERC, Oregon State University College of Education (OSU), and Blazer Boys & Girls Club (BBGC). The BBGC members will participate in exhibit development over an extended (12-week) period, helping to create an exhibition that will engage a target audience of underserved low-income youth. The strategic impact of Access Algebra derives from the development and testing of effective strategies for engaging audiences in exhibit-based informal math learning, along with increasing the capacity of the field for facilitating these kinds of experiences through a new model for professional development.

Funder(s): 
NSF
Funding Program: 
ISE/AISL
Award Number: 
0714634
Funding Amount: 
3006642

Team Members

Karyn BertschiKaryn BertschiPrincipal Investigator
Marilyn JohnsonMarilyn JohnsonCo-Principal Investigator
Cecilia GaribayEvaluator
Scott PattisonContributor

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