ABSTRACT
Lynne is not only an exemplary teacher but also a developer and a champion of the Algebra Project in the Cambridge area. This chapter exemplifies the philosophy and pedagogy of the Algebra Project in several ways. The Algebra project connects to the students' real-world experience of the Chinese zodiac; in it are multiple opportunities for the students to articulate their understanding through both action and language; in the group setting, students acting as a community of learners negotiate mathematical meaning; and the lesson uses meaningful games to establish mathematical patterns and rules. Learning math happens best when the students and teachers are working as a community. The focus of the students in the math class should not be just on the teacher, but on each other as co-learners. Constructing mathematics knowledge is a social event. Each student's voice is important; each has something to contribute.
