[Abstract] This chapter explores the mathematical and pedagogical foundations of an approach to early algebraic thinking that evolved in the context of classroom research with young students. We describe our approach, examine examples of early algebraic thinking in the classroom, and present interview and written assessment evidence of student learning. In doing so, we attempt to identify conditions propitious to the cultivation of algebraic thinking in early mathematics education.
CITATION STYLE
Carraher, D. W., & Schliemann, A. D. (2018). Cultivating Early Algebraic Thinking (pp. 107–138). https://doi.org/10.1007/978-3-319-68351-5_5
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