Working For Algebra By the 7th Grade
For my practicum, I worked with the UMD Clark School’s outreach program called Algebra by the Seventh Grade. This program mentors and tutors students from underserved communities in math, coding, and TinkerCAD. The goal is for the students to be ready for algebra by their 7th grade year. My main practicum site was William Beanes Elementary School, and my secondary site was the Center for Minorities in Science and Engineering in Martin Hall on the University of Maryland Campus.
Last spring, I mentored 3rd, 4th, and 5th graders at William Beanes Elementary School in 3D modeling and math skills. This spring I worked in note-taking and secretarial work and preparing materials and activities. I also worked in overseeing students’ progress, assigning activities accordingly, and sharing analyses to advise tutoring adjustments.
Students study through two different programs. Students practice math using IXL, a skills-tracking platform that prescribes on-level math practice. IXL also tracks the time spent practicing at home, which allows tutors to reward studying and to provide extra attention to students with lower times. Students are introduced to TinkerCAD, a student-friendly version of the industry standard program called Fusion 360. Students practice coding using ‘codeblocks’ to create designs and animations by sequentially producing and manipulating shapes.
This initiative partnered with four different elementary schools in Prince George’s and Baltimore County. They collaborated with after-school programs already established in these schools. Students were specifically invited into AB7G to improve math proficiency for standardized tests. These schools were additionally highlighted because they feed into high schools with the engineering magnet program ‘Project Lead the Way’. Introducing students to math and design illuminates potential paths to success.
This program helps increase students’ confidence and capabilities in foundational arithmetic. This helps their critical thinking and problem-solving skills. It was inspiring to see students connecting the dots in real time. Through this work, I realized the value of after-school academic programs because they create communities of engaged students bonding outside of class time. This strengthens relationships, offers childcare, and enriches the school culture. Throughout the school day, students are unlikely to receive small group attention because teachers have to manage and motivate 20-25 other students. This eases the strain on parents who have to balance work with home duties. Connecting students greatly increases their chances of success by increasing their sense of belonging and their awareness of their support systems. I learned all of this from working directly with students.
My work outside of the classroom showed me how much behind-the-scenes organization and planning is required even for a relatively small program like this one. Engaging in this process through recordkeeping, handling communications, and designing activities, I learned how a more organized and capable tutoring structure amplifies each of these benefits.
In addition to the personal growth that this experience offered, I benefited professionally. I was able to add this to my resume and expressed my takeaways. While I will not orient my career toward childcare, I can use this practicum to inform my perspectives on education, mentorship, and project planning. Already, I have used this experience as a talking point in interviews and general conversation.
I became aware of this program through my participation in the Louis Stokes Alliance for Minority Participation’s pre-college Bridge program. This introduced me to the community and its initiatives. I was lucky to have space in my schedule to travel to the school in southern Maryland once a week. Anyone interested in this type of work should walk into the CMSE office. Everyone is welcome, especially those interested in helping out.
Future SGC scholars should always explore what opportunities and communities are out there to support them. I gained as much from this experience as the students because I solidified my interpersonal and organizational skills.