ABSTRACT
Too often, much of the algebra in which students are involved consists of symbolic representations or uninteresting problems that have little to no appeal to students, even though students who have opportunities to simulate actions are more likely to translate those experiences to similar situations. Because many students taking algebra are close in age to getting their driver’s permit or license, problems that relate to speed may be interesting. Putting distance, rate, and time equations into interesting scenarios usually captures students’ interest and their desire to solve the problems as accurately as possible. Students often memorize the formula distance equals rate times time but are unable to apply it appropriately in various situations. The teacher demonstrates how the students will conduct the experiment by asking a student volunteer to stand at the beginning of the row of meter sticks.
