Characterizing a Classroom Practice that Promotes Algebraic Reasoning.

By M. Blanton, James J. Kaput. 2005

375 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a4b6c11274b41d9dc7f9294d17564af7a339b8f0

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Citations in the corpus

Awareness of pattern and structure in early mathematical development (2009, result): “Complementary studies support the notion th at young students can develop functiona l th inking (Blanton & Kaput, 2005).”
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.”
Towards a methodology for the characterization of teachers´ Didactic-Mathematical knowledge (2015, background): “Furthermore, even inservice teachers “have little experience with the rich and connected aspects of algebraic reasoning” (Blanton & Kaput, 2005, p.414).”
A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations (2007, background): “…this conceptualization of algebra as a continuous K–12 strand requires bringing out the algebraic character of early mathematics activities (Blanton & Kaput, 2005; Carraher, Schliemann, Brizuela, & Earnest, 2006), and coherently connecting fundamental concepts of algebra across the…”
Identifying Kinds of Reasoning in Collective Argumentation (2014, background): “…literature in mathematics education related to reasoning reveals emphases on quantitative reasoning (e.g., Moore & Carlson, 2012), algebraic reasoning (e.g., Blanton & Kaput, 2005), geometric reasoning (e.g., van Hiele, 1986), and reasoning and proof (e.g., Yackel & Hanna, 2003), to name a few.”
A Learning Progression for Elementary Students’ Functional Thinking (2017, background): “As Blanton and Kaput (2005) pointed out, “most elementary teachers have little experience with the kinds of algebraic thinking that need to become the norm in schools and instead, are often products of the type of school mathematics instruction that we need to replace” (p. 414).”
Exploring mathematical connections of pre-university students through tasks involving rates of change (2018, unknown): “The use of these representations is the main tool to support and widen the mathematical reasoning that can be presented as numerical systems, algebraic symbolism, graphics, diagrams, models, equations, annotations, images, analogies, metaphors, histories or games [47].”
Characteristics of Effective Teaching of Mathematics: A View from the West (2009, background): “Teachers have a critical role to play in ensuring that tools are used effectively to support students to organize their mathematical reasoning and support their sense-making (Blanton & Kaput, 2005).”
A Is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions (2010, background): “Thus, materials based on this approach seem to help children develop a conceptual understanding of variables (Blanton & Kaput, 2005; Brizuela & Schliemann, 2004; Carraher et al., 2006; Kaput, 2000).”
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).”
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”.”
Reconceptualizing early mathematics learning (2013, unknown): “…reasoning (Clements & Sarama, 2009; English, 2004), spatial measurement (Outhred & Mitchelmore, 2000; Slovin & Dougherty, 2004), and early algebra (Blanton & Kaput, 2005; Carraher, Schliemann, Brizuela, & Earnest, 2006; Warren & Cooper, 2008), have all shown how progress in students’ mathematical…”