- 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.
This project leverages the role of mentor teachers to support novices’ development of pedagogical reasoning and increase the likelihood that they will be prepared to engage in responsive mathematics teaching. Mentor teachers in three differently structured teacher education programs will receive professional development aimed at making their pedagogical reasoning visible and supporting them in engaging collaboratively with novices in this type of teacher thinking. The researchers will study mentor teachers’ development of collaborative pedagogical reasoning (Co-PR) and its relationship to responsive teaching.