E-grāmata: Algebra in the Early Grades [Taylor & Francis e-book]

Educators, researchers, students, policy makers, and curriculum developers in mathematics education are the audience for this volume, which brings together research on early algebra. Kaput (mathematics, U. of Massachusetts) et al. compile 18 essays that focus on the nature of early algebra and its roots, students' capacity for algebraic thinking, and implementation issues in classrooms. Specific essays consider core aspects of algebra and how they arise through symbolization processes, connections to generalizing, and using physical quantities and quantitative relationships as a springboard for algebraic reasoning. The second part addresses children's reasoning, including visualization and work with functions, while the third considers teacher practices, professional development, and curriculum materials. The book originated in the context of the Algebra Working Group, an online discussion group led by Kaput and supported by the National Center for Research in Mathematical Sciences Education, based at the U. of Wisconsin Center for Education Research, as well as work done within the Early Algebra Research Group. Contributors are educators and mathematicians from the US, Israel, Mexico, and the UK. Both author and subject indexes are provided. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)

This volume is the first to offer a comprehensive, research-based, multi-faceted look at issues in early algebra. In recent years, the National Council for Teachers of Mathematics has recommended that algebra become a strand flowing throughout the K-12 curriculum, and the 2003 RAND Mathematics Study Panel has recommended that algebra be “the initial topical choice for focused and coordinated research and development [ in K-12 mathematics].”

This book provides a rationale for a stronger and more sustained approach to algebra in school, as well as concrete examples of how algebraic reasoning may be developed in the early grades. It is organized around three themes:

• The Nature of Early Algebra
• Students’ Capacity for Algebraic Thinking
• Issues of Implementation: Taking Early Algebra to the Classrooms.

The contributors to this landmark volume have been at the forefront of an effort to integrate algebra into the existing early grades mathematics curriculum. They include scholars who have been developing the conceptual foundations for such changes as well as researchers and developers who have led empirical investigations in school settings.
 
Algebra in the Early Grades aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.