By Carolyn Kieran, JeongSuk Pang, Deborah Schifter, Swee Fong Ng

This survey of the state-of-the-art on examine in early algebra strains the evolution of a comparatively new box of analysis and educating perform. With its specialize in the more youthful pupil, elderly from approximately 6 years as much as 12 years, this quantity finds the character of the learn that has been performed in early algebra and the way it has formed the expansion of the sector. The survey, in offering examples drawn from the gradually turning out to be study base, highlights either the character of algebraic pondering and the ways that this considering is being constructed within the basic and early center institution scholar. Mathematical kin, styles, and arithmetical constructions lie on the center of early algebraic task, with techniques comparable to noticing, conjecturing, generalizing, representing, justifying, and speaking being critical to scholars’ engagement.

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Extra info for Early Algebra: Research into its Nature, its Learning, its Teaching

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Foreword. In T. P. Carpenter, M. L. Franke, & L. Levi, Thinking mathematically: Integrating arithmetic and algebra in elementary school (pp. v–vii). Portsmouth, NH: Heinemann. Blanton, M. L. (2008). Algebra in elementary classrooms: Transforming thinking, transforming practice. Portsmouth, NH: Heinemann. , Brizuela, B. , Gardiner, A. , & Newman-Owens, A. (2015a). A learning trajectory in six-year-olds’ thinking about generalizing functional relationships. Journal for Research in Mathematics Education,46, 511–558.

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Warren, E. A. (1998). Introducing the variable through pattern exploration. The Mathematics Teacher,91(2), 166–170. , Carpenter, T. , & Battey, D. (2008). In J. J. Kaput, D. W. Carraher, & M. L. ), Algebra in the early grades (pp. 333–360). New York: Routledge. Fujii, T. (2003). Probing students’ understanding of variables through cognitive conflict problems: Is the concept of variable so difficult for students to understand? In N. A. Pateman, B. J. Dougherty, & J. T. ), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (Vol.

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