Implementing a Framework for Early Algebra

Date

2018-01-01

Author

Blanton, Maria
Brizuela, Barbara M.
Stephens, Ana
Knuth, Eric
İşler Baykal, Işıl
Gardiner, Angela Murphy
Stroud, Rena
Fonger, Nicole L.
Stylianou, Despina

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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In this chapter, we discuss the algebra framework that guides our work and how this framework was enacted in the design of a curricular approach for systematically developing elementary-aged students' algebraic thinking. We provide evidence that, using this approach, students in elementary grades can engage in sophisticated practices of algebraic thinking based on generalizing, representing, justifying, and reasoning with mathematical structure and relationships. Moreover, they can engage in these practices across a broad set of content areas involving generalized arithmetic; concepts associated with equivalence, expressions, equations, and inequalities; and functional thinking.

Subject Keywords

Algebraic thinking, Curriculum, Qualitative methods, Early algebra Learning progressions, Randomized study

URI

https://hdl.handle.net/11511/56941

Journal

TEACHING AND LEARNING ALGEBRAIC THINKING WITH 5- TO 12-YEAR-OLDS: THE GLOBAL EVOLUTION OF AN EMERGING FIELD OF RESEARCH AND PRACTICE

DOI

https://doi.org/10.1007/978-3-319-68351-5_2

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

M. Blanton et al., “Implementing a Framework for Early Algebra,” TEACHING AND LEARNING ALGEBRAIC THINKING WITH 5- TO 12-YEAR-OLDS: THE GLOBAL EVOLUTION OF AN EMERGING FIELD OF RESEARCH AND PRACTICE, pp. 27–49, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/56941.