Quote markthis workshop has given my students the boost they needed to get excited about their math again Quote mark

Melissa Kim, 8th Grade Math Teacher, Carmel Middle School, Carmel CA

Quote markWe teachers were happy to see the kids actively engaged and positively challenged. Quote mark

Susan Loftus, 8th Grade Math Teacher, Kettering Middle School, Kettering OH

Quote markIn my 24 years of teaching, I can honestly say that your visit ranks high on the list of great days. Quote mark

Martha Payne, High School Math Teacher,Montgomery County High School, Mt. Sterling KY

Quote markIt was such a pleasure and inspiration to see our students excited and engaged. Quote mark

Dr. Joyce Goodson, Math Chair, Owings Mills High School, Owings Mills MD

About The Program

ENGINEERS TEACHING ALGEBRA brings an engineer into your classroom to make algebra lively and real in support of STEAM.

It’s not a lecture or presentation but an engaging, hands-on experience with activities that are challenging, relevant & fun.



Students at work during an Engineers Teaching Algebra work sessionActive problem solving using algebra and old school technology, e.g., on paper with a pencil, a good eraser and a lot of ideas. It’s not a sit-back-and-watch program. The dialogue is Socratic and the experience is hands-on.

Quote mark It was a fantastic, compelling experience in which our kids were deeply immersed. No bells & whistles, just a very interesting and meaningful experience. Many thanks, Quote mark
Christopher Weaver, Dean of Teaching & Learning: STEM, The Hewitt School, New York NY

Mark Love teaches in a style that blends Socratic and scientific methods ETA classroom field trips were initiated in 1994 by Mark Love, a managing engineer for a global transportation firm who applied algebra in job tasks right out of college. Trained and supervised by certified teachers he developed a style that blends Socratic and scientific methods. ETA is conducted in the belief that a wrong answer is better than no answer.


A regular classroom setting with good chalk/whiteboard space, each student with desk space. Block scheduling is preferred, about 90 minutes per class of 25 students depending on grade and skill levels, see guidelines below. Limited class size allows the engineer to review and approve each student's work, offer individual support, and manage a Socratic dialogue.



The objective is to show the everyday value of algebra and to encourage the pursuit of advanced math and science. Applied math content includes manipulating fractions, ratios and percentages; estimation by proportional reasoning prior to computing results; using variables to develop equations that work as conditions vary; applying traditional problem solving techniques including understanding the problem, analyzing and interpreting data, testing solutions and learning through trial and error.


Minimum technical skills: students should know fractions, ratios and percentages The pace and emphasis of the program adapts to a wide range of skill levels. At the high end, given gifted/advanced math students, the emphasis is not on algebra but on higher levels of engineering analysis and experience; at the low end, given weak and underperforming students, the pace is slow and the objective is to stimulate more interest in math by making algebra practical and meaningful.

Quote mark It was a such pleasure watching you tailor the lesson to each group, patiently encouraging my first crew to finish what they start and then really challenging my next group. It was perfect. At each level the kids were engaged and excited to apply math to real engineering problems, thank you! Quote mark -- Lori Steele, 7-8th grade Math Teacher, Holyoke MA.

The following guidelines allow the engineer to review and approve each student's work, offer individual support, and manage a Socratic dialogue:

  • Gifted 7-9th graders, e.g., 7th gr Alg I, 8th gr Geo, 9th gr Alg II - 90 minutes per 25 students;
  • Advanced Upperclassmen, e.g., 10th gr Trig, 11th gr Calc - 60 minutes per 30 students;
  • Average/On Grade, 8-10th graders - 90 minutes per 25 students;
  • Weak/Underperforming, 9-10th graders - 90 minutes per 15 students; 105 minutes per 20 students.



Active Problem Solving

Active Problem Solving

"In a world of technology, information and ideas, math is not a subject, it's a necessary language." 

Mark Love, Founder, Engineers Teaching Algebra