About the Program

ENGINEERS TEACHING ALGEBRA brings an engineer into your classroom to lead a fun and engaging, inquiry-based experience in the belief that a wrong answer is better than no answer and that success is a function of imagination and persistence.

"It was a fantastic, compelling experience in which our kids were deeply immersed. No bells or whistles, just a very interesting, meaningful experience. Many thanks!" Christopher Weaver, Director if STEM, The Hewitt School, New York City


The pace and emphasis adapts to a wide range of skill levels: given gifted students the emphasis is not on algebra but on higher levels of engineering analysis; given struggling students the pace is slow and the objective is to make algebra practical and meaningful.

"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!" Lori Steele, 7-8th grade Math Teacher, Holyoke MA. 

"Thanks to you we have a few new algebra fans! You brought STEM concepts to them in a real, accessible way that we simply can't do as traditional teachers. Your connections between the curriculum and real life applications are invaluable. Team 8 faculty, Glen Rock Middle School, Glen Rock NJ

OBJECTIVES: To demonstrate the everyday value of algebra; to give students a fun and engaging engineering experience; to encourage the pursuit of advanced math and science studies.

AGE & SKILL LEVELS: The program is best for 8th graders whether they're strong or weak in math; it's appropriate for 7th graders accelerated in math. Applied math content includes manipulating fractions, ratios & percentages; estimation by proportional reasoning to verify computed results; developing algorithms for variable inputs; applying traditional problem solving techniques including understanding the problem, analyzing and interpreting data, testing solutions and learning through trial and error. Students are encouraged to approach a problem in the spirit that a wrong answer is better than no answer and that success is a product of persistence and imagination. Engineering activities are challenging, relevant and fun.

SETTING: The program is completed in 90 minutes in a traditional classroom setting, students with desk space, calculators, scratch paper and pencils with good erasers because engineers make mistakes. Normal class sizes allow the engineer to review and approve each student's work, offer individual support and manage a Socratic dialogue.