accurate description of the fundamental thrust of mathematics and looking for these patterns and being able to analyze and comprehend them is a basic and significant point in the improvement of mathematical skills.
Algebra is one of the most difficult concepts and students easily repel this when they have to deal with problems that involve algebraic expressions. This part of mathematics involves a great deal of solving for the unknown and contains unto itself different aspects and areas of study expressed in variables that require more advance skills than regular problem solving. Algebra used to be an advanced subject that was usually taught in higher grades but this had been revised and more recently students as early as pre-K-2 are already introduced to this area of mathematics which further proves the emphasis duly given to it (Biilstein, Libeskind and Lott, 2010).
Keeping in mind that some students may be at different levels in terms of comprehending algebraic equations, it would be indispensable to start the lesson by giving an overview on this concept and expounding from an introduction to the definition of variable and how this is important in algebra. There must be some form of process where the students will be assimilated to a reinforced attitude that allows for algebraic thinking. Teaching algebra may be challenging especially when there will definitely be students who simply rebuff the idea of having to deal with the subject. There are ways to avoid this attitude but it requires patience and an open mind. To this end it may also be helpful to start with algebraic expressions in more tangible terms by incorporating picture examples and other more common things and then slowly building up to an advance level when the students are deemed to be ready and able to solve by themselves more complicated problems.
This course had been very helpful in integrating the theoretical element of teaching mathematic and perceiving them in the actual room setting.