Eric Knuth

People

Professional Title: 
Professor
Organization/Institution: 
The University of Texas at Austin
Personal Website: 
http://algebra.wceruw.org/
http://examples.wceruw.org
Keywords: 
Algebra
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *): 
  • Blanton, M., Stroud, R., Stylianou, D. Stephens, A., Gardiner, A., Knuth, E., Isler, I., & Strachota, S. (2019). Does early algebra matter? The effectiveness of an early algebra intervention in grades 3–5. American Educational Research Journal, 56(5), 1930-1972. *
  • Blanton, M., Stephens, A., Knuth, E., Gardiner, A., Isler, I., & Kim, J.S. (2015). The development of children’s algebraic thinking: The impact of a comprehensive early algebra intervention in third grade. Journal for Research in Mathematics Education, 46(1), 39-87.*
  • Fonger, N., Stephens, A., Blanton, M., Isler, I., Knuth, E., & Gardiner, A. (2018). Developing an early algebra learning progression for curriculum, instruction, and student learning. Cognition & Instruction, 30(1), 30-55.*
  • Knuth, E., Zaslavsky, O., & Ellis, A. (2019). The role and use of examples in learning to prove. Journal of Mathematical Behavior, 53, 256-262.
  • Ellis, A., Ozgur, Z., Vinsonhaler, R., Dogan, M., Carolan, T., Lockwood, E., Lynch, A., Sabouri, P., Knuth, E., & Zaslavsky, O. (2019). Student thinking with examples: The criteria-affordances-purposes-strategies framework. Journal of Mathematical Behavior, 53, 263-283.

Broadening Participation in Mathematics for English Learners with Mathematics Difficulties: A Multi-Site Impact Study

The University of Texas at Austin
09/01/2020

The purpose of this project is to rigorously test the efficacy of the Precision Mathematics First-Grade (PM-1) intervention on the mathematics outcomes of English learners (ELs) who face mathematics difficulties (MD). The PM-1 intervention is designed to support students with or at risk for MD in developing a robust understanding of the underlying concepts, problem-solving skills, and vocabulary of early measurement and statistical investigation. This study will examine student response to the PM-1 intervention based on variables such as students' initial mathematics skill levels and proficiency in English, and explore how the rate and quality of mathematics discourse opportunities for ELs may predict gains in mathematics outcomes.

Building a Grades K-2 Early Algebra Learning Progression Prototype for Diverse Populations

TERC, Inc.
09/01/2017

This study will design a curricular framework for developing children's algebraic thinking across Grades K-2, with a particular focus on understanding how to support the teaching and learning of algebra with students in at-risk settings.

Developing Algebra-ready Students for Middle School: Exploring the Impact of Early Algebra

TERC, Inc.
09/01/2011

This project is developing and testing a curricular learning progression of early algebra objectives and activities for students in grades 3 - 5. The goal of the work is to provide teachers with curricular guidance and instructional resources that are useful in preparing students for success in study of algebra at the middle grade level. The project is also developing and validating assessment tools for evaluating student progress toward essential pre-algebra mathematical understandings.

Identifying Effective Instructional Practices that Foster the Development of Algebraic Thinking in Elementary School

The University of Texas at Austin
06/01/2017

This project seeks to identify teaching practices that can be linked to students' early algebra learning in grades three, four and five. The goal of the project is to use assessment data and videos of classroom teaching in order to create a tool that can be used to document effective instructional practices. This observation tool can then be used to support teacher professional development in early algebra and research about how teachers' actions can be linked to students' learning.

Practice-Driven Professional Development for Algebra Teachers

University of Missouri-Columbia
07/01/2021

This project seeks to develop a personalized, scalable PD approach that centers on and builds from algebra teachers’ practices and individual strengths. The project will focus its PD efforts on instructional actions that are tailored to teachers' existing practice, can be readily adopted, and are easily accessible.

Retention of Early Algebraic Understanding

TERC, Inc.
09/01/2015

The project will use a quasi-experimental design to explore students' knowledge of core algebraic concepts in middle grades (grade 6), one year after their completion of 3-year, grades 3-5 early algebra intervention. The research questions are: (1) how well students who received a specific intervention retain their understanding of algebraic concepts in future years; and (2) whether and how the intervening year of regular classroom instruction in grade 6 influences the algebra understanding of both intervention and comparison students.

Supporting Teachers to Teach Mathematics through Problem Posing

University of Delaware (UD)
08/01/2021

This project aims to support teachers to engage their students in mathematical problem posing (problem-posing-based learning, or P-PBL). P-PBL is a powerful approach to the teaching and learning of mathematics, and provides students with opportunities to engage in authentic mathematical practices.

The Impact of Early Algebra on Students' Algebra-Readiness (Collaborative Research: Knuth)

University of Wisconsin-Madison (UW-Madison)
10/01/2012

In this project researchers are implementing and studying a research-based curriculum that was designed to help children in grades 3-5 prepare for learning algebra at the middle school level. Researchers are investigating the impact of a long-term, comprehensive early algebra experience on students as they proceed from third grade to sixth grade. Researchers are working to build a learning progression that describes how algebraic concepts develop and mature from early grades through high school.

The Role and Use of Examples in Learning to Prove

University of Wisconsin-Madison (UW-Madison)
10/01/2012

This research project is an investigation of the role that examples play in helping learners become proficient in proving mathematical conjectures. Researchers are building a framework that characterizes the development of example use as students advance from middle school into post secondary school. Using this developmental information, the researchers are creating instructional strategies that help students think about the nature and value of proof as well as how to construct a mathematical proof.