Developing elementary teachers': "Algebra eyes and ears"

By M. Blanton, James J. Kaput. 2003

112 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4baaa6f672bf3d5208bc657ac9fa923fe55363e6

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In Education

Citations in the corpus

Engaging Elementary Students in the Creative Process of Mathematizing Their World through Mathematical Modeling (2017, background): “More than a decade ago, Blanton and Kaput [18,19] called for elementary teachers to “algebraify” their curriculum and provided teachers with strategies for identifying and creating opportunities for students to engage in algebraic thinking by developing their algebraic “eyes and ears”.”
Professional development focused on children's algebraic reasoning in elementary school (2007, background): “The algebraic-reasoning work also depended on teachers’ developing “algebra eyes and ears” (Blanton & Kaput, 2003, 2005) for noticing opportunities to extend their ongoing arithmetic work to include algebraic reasoning.”
One Hundred Years of Elementary School Mathematics in the United States: A Content Analysis and Cognitive Assessment of Textbooks From 1900 to 2000 (2010, unknown): “…computation—and research on cognitive demand and mathematics education focusing on curricular and instructional ways that increase elementary school students’ ability to reason about mathematical operations and properties (e.g., Blanton & Kaput, 2000, 2003, 2004, 2005a, 2005b; NCTM, 2000).”
A Is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions (2010, background): “…need to provide students with informal problem-solving situations and other “early algebraic” experiences that are designed to foster intuitive understanding of generalized arithmetic (Blanton & Kaput, 2003, 2005; Carpenter, Franke, & Levi, 2003; Carraher, Schliemann, & Brizuela, 2006; NCTM, 2000).”
Middle-School Students' Understanding of the Equal Sign: The Books They Read Can't Help (2006, result): “This view is consistent with some recent efforts to reform the way elementary school mathematics is taught in the United States, especially efforts to make algebra a K–12 strand (e.g., Blanton & Kaput, 2003; Carpenter et al., 2003).”
Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable (2007, background): “Such experiences, grounded in discussions of student work and student thinking, may help develop teachers’ “algebra eyes and ears” (Blanton & Kaput, 2003) so that they become better able to recognize and capitalize on opportunities to develop students’ algebraic thinking in the context of everyday…”
A Learning Progression for Elementary Students’ Functional Thinking (2017, methodology): “These tasks were often adapted from those used in previous research (e.g., Blanton & Kaput, 2003; Brizuela & Earnest, 2008) and generally allow for multiple points of entry so that students at varying levels of sophistication can engage with some aspect of the task.”
Characterizing a Classroom Practice that Promotes Algebraic Reasoning. (2005, methodology): “Within these forms of algebraic reasoning, our own work (see, e.g., Blanton & Kaput, 2003, 2004, 2005) focuses on functional thinking through a process in which arithmetic tasks are transformed into opportunities for generalizing mathematical patterns and relationships by varying a single task…”