The following excerpt, reprinted with permission from the book Radical Equations: Math Literacy and Civil Rights,
by Robert P. Moses and Charles E. Cobb, Jr. (Beacon Press, 2001) illustrates the Algebra Project's use of a "trip line" in its
"transition curriculum" for middle school students.
The transition curriculum aims to bridge the gap between the arithmetic most students know by sixth grade
and the algebra concepts they will encounter in college-prep math. It always begins with a concrete experience
the students share—an actual trip they take around the place where they live. In the example that follows, the
trip involved a trip on the Red Line of the Boston subway system.
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From WKCD Feature Story: Students Who Teach