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The ReLaTe-SA project investigates the research question: what language do teachers use to describe and explain routines in algebra classes? The goal of this article is to inform readers about some ways we have learned to…
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We investigate the algebraic discourse of secondary mathematics teachers with respect to the topic of equation solving by analyzing five teachers’ responses to open-ended items on a questionnaire that asks respondents to…
Impact of the Design of an Asynchronous Video-Based Learning Environment on Teacher Noticing and Mathematical Knowledge
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In this paper, we share the design and impact of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials.
In this paper, we share the design…
The Centrality of Student-Generated Representation in Investigating Generalizations about the Operations
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This article addresses the nature of student-generated representations that support students’ early algebraic reasoning in the realm of generalized arithmetic.
This article addresses the nature of…
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This site provides three online activities focused on covariational reasoning as a foundation for middle school students to build more abstract algebraic knowledge. These tasks provide students with opportunities to…
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Seeds of Algebraic Thinking are sub-conceptual resources coming from life experience that students call upon when responding to mathematical prompts. This site includes resources students could activate when thinking about…
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The Transition to Algebra (TTA) curriculum seeks to quickly give students the mathematical knowledge, skills, and confidence to succeed in a standard first-year algebra class and to show them that they can explore…
Transforming Learning Opportunities in Linguistically Diverse Secondary Classrooms Through Promoting Discussions: Results of an Intervention
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This article presents results from a design experiment intended to develop students’ understanding of linear functions and rates of change in a linguistically diverse ninth grade classroom. The intervention focused on…
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Professional development (PD) for mathematics teachers often emphasizes transformative instructional change. However, a more modest, incremental approach may offer a higher likelihood of success in ways that complement…
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A classroom study was conducted to understand how to engage in responsive teaching with 18 seventh grade students at three stages of units coordination during a unit on proportional reasoning co-taught by the first author…
Developing Algebra-ready students for Middle School: Exploring the Impact of Early Algebra (Blanton, Knuth)
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This is a 3-year project designed to build the preliminary components for investigating the impacts of early algebra education on students’ algebra readiness in middle grades.
Algebra…
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This session considers teachers’ transitions from teacher-centered mathematics to student-centered mathematics, including issues of meaning, coherence, and learnability, as well as the importance of working with colleagues…
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Algebra
Presentation
High
Mary Ann Huntley
Maria Terrell
2010…
Pre-Service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades: A Preliminary Report
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This article presents our plans and initial work to explore how mathematics teacher education programs can prepare teachers for diverse middle grades classrooms. It describes the start-up of a five-year National Science…
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The Concord Consortium has developed 19 activities for teaching and learning algebra that are available online or as an app for iPad or Android tablet computers. These activities—which cover a variety of algebra topics,…
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A symmetric polynomial is a polynomial in one or more variables in which swapping any pair of variables leaves the polynomial unchanged. For example, f(x, y, z) = xy +xz + yz is a symmetric polynomial. If we interchange…
Constructing and Role-Playing Student Avatars in a Simulation of Teaching Algebra for Diverse Learners
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This study examines the design and implementation of a simulated teaching environment in Second Life for prospective teachers.
From the perspectives of Graduate Research Assistants (GRAs), this study…