We share here results from a quasi-experimental study that examines growth in students' algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3--5. Analyses showed that, while there were no significant…

Through a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how 3rd and 4th grade teachers implemented an early algebra intervention, and the extent to which the FOI related to student learning. The data for this report are taken from the first two years of an experimental research project.…

The study of functions is a critical route into teaching and learning algebra in the elementary grades, yet important questions remain regarding the nature of young children's understanding of functions. This article reports an empirically developed learning trajectory in first-grade children's (6-year-olds') thinking about generalizing functional…