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Direct linkBlanton, Maria; Isler-Baykal, Isil; Stroud, Rena; Stephens, Ana; Knuth, Eric; Gardiner, Angela Murphy – Educational Studies in Mathematics, 2019
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…
Descriptors: Elementary School Students, Grade 3, Grade 4, Grade 5
Download full textBlanton, Maria; Stroud, Rena; Stephens, Ana; Gardiner, Angela Murphy; Stylianou, Despina A.; Knuth, Eric; Isler-Baykal, Isil; Strachota, Susanne – American Educational Research Journal, 2019
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 school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in…
Descriptors: Algebra, Grade 3, Grade 4, Grade 5
Stylianou, Despina A.; Stroud, Rena; Cassidy, Michael; Knuth, Eric; Stephens, Ana; Gardiner, Angela; Demers, Lindsay – Grantee Submission, 2019
Guided by a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how teachers of grades 3, 4 and 5 implemented an early algebra intervention, and the relationship between FOI and student learning. The data shared in this paper come from a longitudinal experimental research project in which 3,208…
Descriptors: Algebra, Mathematics Instruction, Elementary School Teachers, Teaching Methods
