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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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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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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.