Teaching Algebra, One Story at a Time
At LaRue County High School, it looked like storybooks, illustrations, laughter, and older students discovering that understanding something deeply often means learning how to explain it simply.
As part of a project-based learning initiative this past spring, Algebra 2 students were challenged to replace a traditional final exam with something far more creative: writing and illustrating a children’s book that explained an advanced math concept to a 1st–3rd grade audience. The project began in late April and wrapped up just before the end of the school year, culminating with high school students reading their books aloud to younger learners at Hodgenville Elementary School.
Students selected an Algebra 2 unit they had already studied—topics like complex numbers or parabolas—and then narrowed it down to one or two specific concepts. Their task was simple in theory but demanding in practice: take an 11th-grade math idea and turn it into a story that a young child could understand, visualize, and enjoy.
The process required multiple steps. Students drafted storylines that embedded math naturally into the narrative, met one-on-one with their teacher to revise and refine their ideas, and then produced final versions either digitally or by hand. What started as textbook-style explanations quickly evolved into imaginative stories filled with characters, visuals, and age-appropriate language.
That shift didn’t come easily. Explaining words like “parabola” or “imaginary numbers” to a first grader forced students to revisit their notes, rethink their assumptions, and clarify what they truly understood. In many cases, students realized that knowing a formula isn’t the same as knowing how to teach it.
Once complete, the books were shared with elementary classrooms, turning high schoolers into teachers for a day. The experience didn’t just test math knowledge—it required communication, creativity, collaboration, and confidence.
The project concluded with student reflections focused on the district’s Learner Profile competencies, emphasizing skills like problem-solving, resilience, responsibility, and lifelong learning. While the math mattered, the bigger takeaway was learning how to communicate complex ideas clearly—an ability that extends far beyond the classroom.
In the end, the project showed that when students are asked to teach what they know, learning becomes deeper, more meaningful, and more human.
