By the end of the first marking period, seniors enrolled in Advanced Algebra and Discrete Mathematics (AADM) had constructed portfolios of equations, reflecting cumulative knowledge with a personal touch.

At Ridge, the AADM curriculum places unique emphasis on real-life applications. Through stimulating exercises, the course attempts to configure previously-taught concepts in ways for students to better discern and approach algebraic problems.

Mrs. O’Connell, a seasoned AADM teacher, reflects, “Aside from solidifying mathematics skills they are likely to need in most undergraduate programs, they gain confidence in their abilities, lose their fear of mathematics, and most of all, they learn to follow directions and meet deadlines.”

Self-advocacy proves essential in this classroom setting, as the majority of activities in AADM are projects. As graduation approaches, these seniors will acquire the necessary tools to succeed in higher education.

In their first major portfolio assignment, students displayed their knowledge on linear equations and inequalities with a compilation of paperwork accompanied by a poster board visual. Students worked through the learning process by crafting and solving their own real-life problems. The project encourages a balance of methodical and concept-based understanding, meaning the students must clearly portray step-by-step work yet also provide further explanation. In accordance with the rubric, a 50-point-worthy portfolio must fulfill and exceed expectations regarding mathematics, explanations, aesthetics, and inclusion of all required papers.

An element of creativity must also seamlessly integrate with the real-life example and portfolio design. Avi Zucker ‘16, an AADM student, explains, “I used Frisbees in my project because sports interest me, and buying and selling Frisbees involved a lot of math. I was able to connect with the material because it was a real-life example rather than a random problem from a textbook.”

Mrs. O’Connell continues, “Students become much more invested in the project when the topic is personally meaningful to them. They are more inclined to ask questions and accept help.”

Mrs. Mollica, who co-teaches the class, adds that “seeing the students make algebraic connections is very fulfilling.” Evidently, both teachers share the common love of observing gradual progress in their students.

AADM models a curriculum that educators would classify as “constructivism,” where students embody active learning techniques of synthesizing and ultimately applying mathematical operations. When studying for tests in other classes, students can use AADM techniques to help organize core ideas in logical sequences for comprehension as opposed to simple fact retention.

Taylor Hackett ‘16, another AADM student, proudly remarks, “This class is easier to understand than my previous math classes. I would recommend it to students who learn best by doing rather than just listening to lectures and problem solving. I enjoyed incorporating different aspects of mathematics into my projects.”

The next three marking periods will also encompass more mathematical fundamentals and application. Good luck, seniors!

For pictures of the portfolio projects, visit https://www.ridgedevilsadvocate.com/?p=2629.