Early Algebraic Thinking in Action

A Teacher's Guide for Grades K-5
1. Auflage 2027
ISBN: 979-8-3488-3283-4
Verlag: SAGE Publications Inc

Buch, Englisch, 184 Seiten, Format (B × H): 177 mm x 254 mm, Gewicht: 331 g

Reihe: Corwin Mathematics Series

Empower Every Young Learner to Think Algebraically From the Start

Unlock the mathematician in every child! This groundbreaking resource demonstrates how building algebraic understanding from an early age creates a solid foundation for later mathematical achievement. Discover engaging strategies, classroom-tested activities, and insightful guidance to transform your teaching and inspire young learners to see mathematics as an exciting, accessible journey. Look inside for:

- Step-by-step guidance for integrating algebraic concepts into K-5 classrooms

- Ready-to-use lesson ideas and activities for immediate classroom application

- Strategies for developing mathematical reasoning and problem-solving skills

- Guidance for differentiating instruction to support diverse learners

- Tips for connecting early algebraic thinking to real-life contexts

- Insightful discussions on the importance of helping all students feel capable and confident in mathematics.

Prepare your students for tomorrow: Empower every student to achieve the mathematical success they truly deserve.

Autoren/Hrsg.

Blanton, Maria

Gardiner, Angela

Inhaltsverzeichnis

Preface
The “Algebra Problem” (and What to Do About It)
How Do We Know This Approach Works?
Why We’ve Written This Book
What to Expect Next
Acknowledgments
About the Authors
How to Use This Book
CHAPTER 1: Introduction
What Is Early Algebra?
Where Are Opportunities for Algebraic Thinking Practices in Your Curriculum?
CHAPTER 2: Quantities and Their Relationships: Understanding Equations, Expressions, and the Equal Sign
The Equal Sign: Operational or Relational Symbol?
Learning Goals for Understanding Equations and the Equal Sign
Algebraic Expressions
Learning Goals for Representing and Reasoning With Algebraic Expressions
Reflecting on This Chapter
CHAPTER 3: Relationships in Arithmetic
Algebraic Thinking Practices for Arithmetic Relationships
Creating Opportunities to Explore Relationships in Arithmetic
Learning Goals for Relationships in Arithmetic
Reflecting on This Chapter
CHAPTER 4: Functional Relationships
Algebraic Thinking Practices for Functional Relationships
Learning Goals for Functional Relationships
Reflecting on This Chapter
CHAPTER 5: Looking Back and Moving Forward
How Does Early Algebra Align With Learning Standards?
The Process Standards and Early Algebraic Thinking
Getting Started
Reflecting on This Book
References
Index

Über Autor(innen)

Blanton, Maria
Dr. Maria Blanton has conducted research on teaching and learning algebra in the elementary grades for almost three decades. During that time, she has served as a Professor of Mathematics and STEM Education at the University of Massachusetts Dartmouth and, for the last 15 years, as a Senior Scientist at the nonprofit organization, TERC, Inc. She has led numerous federally funded projects to explore the cognitive foundations of children’s algebraic thinking and to design effective methods for developing children’s algebra readiness for middle grades. As part of this, she co-authored LEAP: Learning through an Early Algebra Progression, an early algebra curriculum for Grades K–5. She is also co-editor of the research volumes Algebra in the Early Grades and Teaching and Learning Proof Across the Grades. She is author of Algebra and the Elementary Classroom: Transforming Thinking, Transforming Practice and co-author of Developing Essential Understanding of Algebraic Thinking for Teaching Mathematics in Grades 3–5 and Teaching with Mathematical Argument: Strategies for Supporting Everyday Instruction. She is the recipient of the 2020 International Award for Interdisciplinary Excellence in Mathematics Education (Texas A&M University) for her research in children’s early algebraic thinking.

Gardiner, Angela
Angela Murphy Gardiner is a Research and Design Specialist at TERC, Inc., in Cambridge Massachusetts. Before becoming a full-time researcher, she was an elementary classroom teacher, teaching students in Grades 1-3. Her current work bridges research and practice, drawing on her classroom experience to inform the design and study of instructional approaches that support young students’ mathematical thinking. She focuses on identifying effective ways to foster early algebraic reasoning and prepare students for later success in mathematics. Angela has collaborated on numerous federally funded research projects exploring the development of children’s algebraic thinking and understanding. She is also co-author of LEAP: Learning through an Early Algebra Progression, a research based early algebra curriculum for Grades K–5.