ABOUT INDIANAPOLIS ALGEBRA PROJECT
The Indianapolis Algebra Project (IAP) is a non-profit math literacy organization that dedicates its energies toward the construction of math competencies among Indiana’s students. It provides the opportunity for students to develop the capacity to master mathematical concepts that enhance self-confidence and increase math skills.
The IAP seeks to increase math literacy through assessment, analysis, diagnosis, and remediation or enhancement. The IAP develops individual learning plans that focus directly on student’s weaknesses.
"Formed in the spirit of developing dynamic growth to enhance self-confidence and increase mathematical skills among today's youth."
The Indianapolis Algebra Project recognizes that the question about what is needed in mathematical education cannot ignore the pervading cultural and social message that learning mathematics requires some type of innate ability, and the message that if you are a person of color that you will probably not be able to learn mathematics. We hold as a goal the creation of a learning and teaching environment where children and teachers understand learning as a consequence of motivation and effort, rather than innate ability, regardless of race, gender or creed.
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The Indianapolis Algebra Project provided tutoring and one-on-one math assistance to latchkey students who attended after-school programs. The services we provided included, but were not limited to students who qualified for math tutoring under the NCLB/SES program. Private individual and group tutoring, Elementary, Middle, High School and Vocational/Technical school tutoring were also available on a case-by-case basis.
/ SERVING INDIANA STUDENTS
In 1991, the Indianapolis Algebra Project’s vision began among several classroom teachers at Forest Manor Middle School, located on the east side of Indianapolis. After extensive training from the National Algebra Project located in Cambridge, Massachusetts, approximately 17 classroom teachers, under the administration of Dr. Terry A. Ogle, Principal at Forest Manor, implemented the transition curriculum. The curriculum was implemented in grades 6, 7, and 8,which transitioned students from basic math to Algebraic concepts.
After several years of implementation, the transition curriculum was introduced as a summer program at the Kaleidoscope Community Center in 1995. From 1991-1998, The Algebra Project remained at Forest Manor Middle School as part of its core curriculum and continued as a summer offering at the Kaleidoscope Community Center.
From 1998 until summer of 2018, The Indianapolis Algebra Project (IAP) expanded within the Indianapolis community and serviced 28 summer youth programs. In 1998, IAP became a nonprofit 501(c) (3) organization. In 2006, IAP submitted an application to the Indiana Department of Education (IDOE) to become a Supplemental Educational Service (SES) provider to local educational school systems in the state of Indiana.
From 2006 until 2013, IAP serviced approximately 30 school systems throughout the State of Indiana. The IAP provided math remediation to Title I students under the No Child Left Behind (NCLB) federal law. The IAP was extremely successful in its efforts to increase math literacy among elementary, middle, and high school students, and was ranked as one of the top SES Provider’s in the state of Indiana as evaluated by the IDOE.
The Algebra Project was born of one parent’s concern with his children’s mathematics education in the public schools of Cambridge, Massachusetts.
Bob Moses spent years experimenting in middle school classrooms, first in Cambridge in the ’80′s and then as classroom teacher in Mississippi from ’90s to present. Early funding for his work came from a MacArthur Foundation Fellowship for his work in the Civil Rights Movement in Mississippi.
Moses observed that students learning algebra need to consider not only the question of “how many”, but also “which way”, as is the case for an algebraic number line. These insights led to the development of a curriculum intervention based on experiential learning, utilizing the natural language of students, then methodically leading to the language of mathematical features, and finally to symbolic language.
Later, in Mississippi, Bob Moses initiated a new generation of Algebra Project curriculum for high school algebra and geometry, through funding from the National Science Foundation.
Algebra Project principles were utilized by the Southern Initiative of the Algebra Project (SIAP) from 1992 to 2004. SIAP worked across seven Southern states to provide teacher training and professional development, community and school site involvement activities, classroom mentoring, and youth and community organizing for math literacy. SIAP personnel and programs are now merged with national Algebra Project Inc. efforts.
The Algebra Project also spun off the Young Peoples’ Project, Inc. which trains high school and college-age Mathematics Literacy Workers (MLWs) who seek to create a new culture around math literacy for youth in our targeted school communities through peer education and mentor ship in after-school, in-school, Saturday programs and summer program settings.
During the mid and late 1990’s, Algebra Project efforts targeted middle schools in 13 states, 23 school districts, reaching over 10,000 students. This reach was made possible in large measure by the Open Society Institute.
Since 2001 the project has been retooling, initiating research and development of materials for early high school programs, reconfiguring its middle grade curriculum, and partnering with the expanding Young Peoples’ Project.
The Algebra Project is currently positioned to play a leading role in the movement for educational reform and social change. Its demonstration sites are designed to be models of how young people, who for generations have been tracked to lives of deprivation and poverty, when given the right conditions can reverse all expectations and achieve a proficiency in math and science vital to enjoying the full benefits of citizenship.
To learn more about the National Algebra Project click visit: The Algebra Project.