The problem in Algebra 2: too many topics, too many formulas that mean too little to most students.
We propose a partial solution: teach fewer topics, in more depth, to inject meaning into the course; provide access to all students through carefully selected tools, and still try to challenge the strongest students.
Naoko Akiyama and Scott Nelson had designed a one-hour presentation based on the Math 3 curriculum which we've all taught, and which was largely developed by me at the Urban School of San Francisco. I later joined them to expand the presentation into a 3-hour minicourse, which we presented at the California Math Council, Southern Section (Palm Springs, November 2001) and National Council of Teachers of Mathematics (San Antonio, April 2003.)
Download the slides or view a short version on line.
Available on this site :
Iterating Linear Functions from The Mathematics Teacher, and Algebra: Themes, Tools, Concepts
Sequences and Series from Algebra: Themes, Tools, Concepts
Perspective (lab on inverse variation, similar triangle review.)
Using the Graphing Calculator (scroll down to "Rolling Dice" for an intro to exponential functions, and to "Super-Scientific Notation" for an intro to logarithms.)
A visual explanation of completing the square.
A graphical approach to complex numbers.
Elsewhere:
Hands-on approach to quadratics and completing the square, with connections to graphing: Lab Gear Activities for Algebra 1, by Henri Picciotto, Creative Publications (where to get it)
