In this article we advance characterizations of and supports for elementary students'
progress in generalizing and representing functional relationships as part of a …

In this chapter, we discus s the algebra framework that guides our work and how this
framework was enacted in the design of a curricular approach for systematically developing …

We share here results from a quasi-experimental study that examines growth in students'
algebraic thinking practices of generalizing and representing generalizations, particularly …

Purpose As accountability policies worldwide press for higher student achievement, schools
across the globe are enacting a host of reform efforts with varied outcomes. Mounting …

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5
early algebra intervention with a diverse student population. Forty-six schools in three …

The purpose of this study is to establish the evolution and expose the trends of research in
mathematics education between 1980 and 2019. The bibliometric analysis of the articles in …

Our literature review has revealed that the definition of learning progress as a function of
formative feedback remains unclear, which continues to the lack of well‐reasoned learning …

[Grade 3–4] Some people came for a sports day. When the people were put into groups of 3
there was 1 person left over. When they were lined up in rows of 4 there were 2 people left …

In this paper, we elaborate the seeds of algebraic thinking perspective, drawing upon
Knowledge in Pieces as a heuristic epistemological framework. We argue that students' pre …

Many calls have been made for more research on social studies teachers' practices and
preservice training. Instructional practices employed by teachers are important for …