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.

- Blanton, M., Isler, I., Stroud, R., Stephens, A., Knuth, E., & Gardiner, A. (2019). Growth in children’s understanding of generalizing and representing mathematical structure and relationships.
*Educational Studies in Mathematics 102*(2), 193–219, DOI:10.1007/s10649-019-09894-7* - Blanton, M., Stroud, R., Stephens, A., Gardiner, A., Stylianou, D., Knuth, E., Isler-Baykal, 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, DOI: 10.3102/0002831219832301* - Blanton, M., Otalora Sevilla, Y., Brizuela, B., Gardiner, A., Sawrey, K., & Gibbons, A. (2018). Exploring Kindergarten Students’ Early Understandings of the Equal Sign.
*Mathematical Thinking and Learning, 20*(3), 167–201, doi: 10.1080/10986065.2018.1474534* - Blanton, M., Brizuela, B., Gardiner, A., & Sawrey, K. (2017). A progression in first-grade children’s thinking about variable and variable notation in functional relationships.
*Educational Studies in Mathematics 95*(2), 181 – 202, DOI 10.1007/s10649-016-9745-0* - Fonger, N. L., Stephens, A., Blanton, M., Isler, I., Knuth, E., & Gardiner, A. (2018). Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education.
*Cognition and Instruction, 36*(1), 30-55, DOI: 10.1080/07370008.2017.1392965*