This project proposes to study the teaching and learning of algebra in grades 7-9, with a specific focus on the ways in which classroom language explicitly describes properties of and relationships among algebraic objects. The project seeks to investigate the bi-directional relationship between reasoning-rich algebraic discourse and the mathematical meanings students hold for core algebraic concepts such as equations, the equation-solving process, and functions.

Organization/Institution:

Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):

- McGraw, R., & Patterson, C. L. (2019). Establishing Problem Spaces and Boundaries During Small Group Work on a Contextualized Problem. Journal of Mathematics Education.*
- Patterson, C. L., Parrott, A., & Belnap, J. (In Press). Strategies for Assessing Mathematical Knowledge for Teaching in Mathematics Content Courses. The Mathematics Enthusiast.
- Patterson, C. L., & McGraw, R. (2018). When time is an implicit variable: An investigation of students’ ways of understanding graphing tasks. Mathematical Thinking and Learning, 20(4), 295–323. https://doi.org/10.1080/10986065.2018.1509421*
- Patterson, C. L., & Farmer, L. C. (2018). Here’s what you do: Personalization and ritual in college students’ algebraic discourse (pp. 198–212). San Diego, CA, United States: SIGMAA for Research in Undergraduate Mathematics Education. Retrieved from http://sigmaa.maa.org/rume/Site/Proceedings.html*