Professional development focused on children's algebraic reasoning in elementary school

By V. Jacobs, M. Franke, T. P. Carpenter, L. Levi, Dan Battey. 2007

327 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d965b6afe08cd6b773083d7cdc40621b19a140ca

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Citations in the corpus

Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why? (2011, background): “…that it may be helpful to design analysis tools specifically as boundary objects that can “travel” across multiple settings (see Borko et al., 2008; Jacobs et al., 2007; Lewis et al., 2006), however our findings indicate that, to be taken up for use in classrooms, the tool must have more than a…”
A Change–Resistance Account of Children's Difficulties Understanding Mathematical Equivalence (2014, background): “Moreover, even in studies within the United States, extensive conceptual instruction can improve understanding of mathematical equivalence in some children (e.g., Baroody & Ginsburg, 1983; Jacobs et al., 2007; SaenzLudlow & Walgamuth, 1998).”
Noticing Children's Participation: Insights into Teacher Positionality toward Equitable Mathematics Pedagogy. (2014, methodology): “Unlike Jacobs et al. (2010), the teachers in this study were not explicitly asked what they noticed; that is, there were no prompts for attending, interpreting, and responding.”
Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving (2010, background): “This operational view is thought to be constructed from experience with arithmetic in school (Baroody & Ginsburg, 1983; Jacobs et al., 2007; McNeil & Alibali, 2005b; Seo & Ginsburg, 2003).”
‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, background): “Some items were designed to assess students’ understanding of the equal sign, and whether students held a relational view of the equal sign (Jacobs et al., 2007).”
Professional Noticing of Children's Mathematical Thinking. (2010, background): “, 1996), including in urban classrooms (Jacobs et al., 2007; Villaseñor & Kepner, 1993).”
Measure for Measure: what Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality (2012, methodology): “…and middle school children have understanding the equal sign (e.g., Alibali, 1999; Behr et al., 1980; Cobb, 1987; Falkner, Levi, & Carpenter, 1999; Jacobs et al., 2007; Li, Ding, Capraro, & Capraro, 2008; McNeil, 2007; Perry, 1991; Powell & Fuchs, 2010; Rittle-Johnson, 2006; Rittle-Johnson &…”
Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011, methodology): “However, limitations in cognitive capacity do not prevent younger children from understanding equivalence when they are given extensive, well-structured instruction (Baroody & Ginsburg, 1983; Jacobs et al., 2007; Sáenz-Ludlow & Walgamuth, 1998).”