Years 2 to 6 Students’ Ability to Generalise: Models, Representations and Theory for Teaching and Learning

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The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade. (2015, unknown): “…functional relationships (e.g., Blanton, Brizuela, Gardiner, Sawrey, & Newman-Owens, in press; Carraher, Schliemann, Brizuela, & Earnest, 2006; Cooper & Warren, 2011; Moss, Beatty, Shillolo, & Barkin, 2008); build mathematical arguments that reflect more generalized forms than the empirical,…”
A Learning Trajectory in 6-Year-Olds' Thinking about Generalizing Functional Relationships. (2015, methodology): “, or what might This content downloaded from 130.64.11.153 on Sun, 13 Dec 2015 01:12:53 UTC All use subject to JSTOR Terms and Conditions be described as a “quasi-generalization” (Cooper & Warren, 2011).”
Children’s Use of Variables and Variable Notation to Represent Their Algebraic Ideas (2015, background): “…research on upper elementary school children’s use of variable notation in this particular mathematical domain (e.g., Blanton et al., 2015; Brizuela & Schliemann, 2004; Carraher et al., 2008; Cooper & Warren, 2011; Moss, Beatty, Shillolo, & Barkin 2008; Moss & McNab, 2011; Schliemann et al., 2007).”
Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5 (2019, background): “Generalizing and representing are deeply symbiotic processes central to algebraic thinking (Cooper & Warren, 2011).”