Early algebraic thinking is the reasoning engaged in by 5-to 12-year-olds as they build
meaning for the objects and ways of thinking to be encountered within the later study of …

Whether or not to group students according to their current mathematics achievement is one
of the most contentious issues in education. Research studies that have provided evidence …

This article reports results from a study investigating the impact of a sustained,
comprehensive early algebra intervention in third grade. Participants included 106 students; …

This survey of the state of the art on research in early algebra traces the evolution of a
relatively new field of research and teaching practice. With its focus on the younger student …

This chapter presents the results of a longitudinal investigation on the emergence of
symbolic algebraic thinking in young students in the context of sequence generalization. The …

The Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in
Mathematics Teaching and Learning presents a new educational theory in which learning is …

In this article I present some results from a 5-year longitudinal investigation with young
students about the genesis of embodied, non-symbolic algebraic thinking and its …

Eighty years ago, LS Vygotsky complained that psychology was misled in studying thought
independent of emotion. This situation has not significantly changed, as most learning …

Learning algebra is critical for students in the USA today, yet many students in the USA
struggle in algebra classes. Researchers claim that one reason for these difficulties is that …

El desarrollo del razonamiento algebraico elemental desde los primeros niveles educativos
es un objetivo propuesto en diversas investigaciones y orientaciones curriculares. En …