Developing Essential Understanding of Algebraic Thinking for Teaching Mathematics in Grades 3-5
By M. Blanton, L. Levi, Terry Crites, Barbara J. Dougherty. 2011
105 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/33bbf26cdcd9a2d1fcf7a21c4ec43b839434165d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Ana C. Stephens
- Percival G. Matthews
- M. Blanton
- Bethany Rittle-Johnson
- Eric J. Knuth
- Angela Murphy Gardiner
- Katherine McEldoon
- B. Brizuela
Citations in the corpus
- The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade. (2015, background): “For example, the concept of variable is rich and diverse and takes on different meanings in different contexts—including as a varying quantity in covariational relationships, as a generalized number in generalizations about fundamental properties of number and operation, or as a fixed unknown in pro”
- Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas (2015, methodology): “Second, in our own prior research (e.g., Blanton, 2008; Blanton et al., 2011; Schliemann et al., 2007) with upper elementary school children, we had found that students had no difficulties making sense of functions of the type y = x + b.”
- Measure for Measure: what Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality (2012, background): “…of the relational character of the equal sign is key for later success in algebra and other higher mathematics (e.g., Baroody & Ginsburg, 1983; Blanton et al., 2011; Knuth et al., 2006; MacGregor & Stacey, 1997; Steinberg et al., 1991), but the empirical evidence supporting such claims is…”
- Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5 (2019, background): “We found that treatment students were better able than control students to perceive variable quantities in mathematical situations and represent these quantities and the relationships between them with variable notation across contexts where variable plays different roles, including as a fixed unkno”