**Why is algebra the focus of your project?**

**How has technology created a need for students to gain a solid grounding in algebra?**

**How is understanding algebra linked to citizenship?***at least*literate in algebra by the time you go to high school.

**The tracking issue was part of the reason that you started the Algebra Project. How does your work help even the odds for those students who are destined for lower-level math classes?**

**The Algebra Project has really grown. According to your Web site (www.algebra.org), the program is now implemented at 22 sites in 13 states across the United States. How did the Algebra Project develop over time?**

**What are some of the changes that need to be made? You have been teaching algebra for almost 20 years. Has your experience helped you identify some of the barriers minority students face when learning algebra?**

**The kind of schooling you have pioneered in the Algebra Project is experiential in nature. You have become famous for your subway trips that help students grasp the concept of number, for example.**

**One of the things that struck me in reading about the Algebra Project was its emphasis on helping students develop self-efficacy. You have written, for example, that most analyses of the Civil Rights movement miss a key point: that in addition to challenging the white power structure, the movement also demanded that black people challenge themselves. Is that a crucial aspect of the Algebra Project?**

**In what ways do these experiences teach young people about the value of citizenship and the responsibility that they have to work together to make positive changes within their communities?**#### Each One Teach One

Young people in the Algebra Project have embraced the slogan "Each One Teach One." Students who are part of the Algebra Project become math literacy workers to teach others what they have learned.

The Algebra Project began when Maisha Moses was in the 8th grade. Her father's concern about her mathematics education brought him into the classroom to teach algebra—and he's been there ever since.

Maisha is now a teacher trainer for the Algebra Project. She maintained contact with her elementary school throughout her years at Harvard and tutored children at the Martin Luther King School. When she graduated, she decided to work with the Algebra Project in Oakland, California. When the Algebra Project set up a program to train teachers as trainers, Maisha became deeply involved in that effort and apprenticed with a master trainer. She is now qualified to train teachers and to transfer those training skills to young people.