by Joanne Christina da Luz Life Learning Academy Charter High School It is important to understand that I have chosen to be a founding staff member and to teach at this school because of its unique structure and ability to reach some of the most challenging and marginalized students in our country. Operated by The Delancey Street Foundation, Life Learning Academy is committed to helping students develop healthy, productive, and independent lives by teaching rigorous academic, social, and vocational skills, and to instill positive community values through and "Each One Teach One" philosophy. Students are expected to pass on their newfound knowledge and mentor others while learning how to change their lives. Life Learning Academy Charter High School: SFUSD link

What is the focus of your investigation? My research will delve into the possibilities that may arise when I combine scaffolding with interdisciplinary group projects to support learning for those students who are particularly fearful of mathematics and have a history of failure. While implementing The Colors & Algebra Project, I will consider the following questions: 1. How much math are the students really absorbing? 2. To what extent are mathematical concepts being broached by my efforts to support the development of academic language and motivation? 3. To what extent do students increase the use of academic language and how authentic is its use? Lesson Plans This is the Life Learning Academy Charter High School Colors & Algebra official curriculum that includes all handouts and rubrics. My Students A series of one on one interviews that provide a sense of who my students are and their needs. My Rationale This is a personally written document describing the basis for not only The Colors & Algebra Project but also for my teaching career. What resources / references have you found helpful? KNOWING AND TEACHING ELEMENTARY MATHEMATICS: TEACHERS' UNDERSTANDING OF FUNDAMENTAL MATHEMATICS IN CHINA AND THE UNITED STATES by Liping Ma

What results have emerged? The clips featured in "Preparing Presentations" and "Final Student Presentations," you will see evidence of the following results: a) Students develop their own unique understanding of algebraic representations. For example, in the Preparing Presentations page, you will notice Kenny making a point about balance and symmetry while Stevie works out his own sense of a variable. b) Insisting on an audience provides an opportunity for students' own unique understanding to have status in the classroom. While Preparing Presentations, you will see Stevie and Kenny worrying about "making it so the audience understands" and in doing so, are interested in discussing their perceptions with each other . c) Factoring and multiplying are understood and referred to in terms of dimensions and area whereas I am accustomed to hearing students refer to algorithms. During his final student presentation, you will hear Kenny make a point of saying "factoring is like dividing " while referring to length and width. d) The activities, journal prompts, writing assignments, and discussions all help students to keep from "talking off task" which is something all the boys mentioned as an obstacle in the past. Their reflections on past math classes can be seen in "My Students" page.

What evidence have you gathered? I have reflected on carefully selected evidence in the form of journal writing, interviews with students and other teachers, transcription of video tape, and observation of body language during group participation. Preparing Presentations It is here that you can see how audience impacts mathematical language development while students are strategizing and planning. An interview with Justin Warren Collaboration with a colleague provides insight regarding project development and objectives. Examples of student work Final Student Presentations Students refer to specific parts of their paintings during their presentations while explaining "the math involved."