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![]() ![]() ![]() Retention of Early Algebraic Understanding (2015-2017) Department of Education, through Grant #R305A140092. Supported by the Institute of Education Sciences, U.S. The primary purpose of this project is to (1) use a large-scale, randomized study (CRT) to measure the effectiveness of a teacher-led, Grades 3–5 early algebra intervention, in demographically diverse settings, on children’s algebra readiness for middle school and (2) assess the fidelity with which elementary teachers implement the intervention in authentic, intact classrooms. Stephens, Co-Principal Investigator (University of Wisconsin Madison)Įarly algebra is viewed as a critical means for preparing students for success in a more formal study of algebra in middle and secondary grades. The Impact of a Teacher-Led Early Algebra Intervention on Children’s Algebra-Readiness for Middle School (2014-2020)Īna C. Supported by the National Science Foundation under Grant No. The goals of this project are twofold: (1) to develop an early algebra classroom observational instrument and (2) to identify profiles of instructional practices associated with increased student performance in early algebra. Identifying Effective Instructional Practices that Foster the Development of Algebraic Thinking in Elementary School (2017-2021)Įric Knuth, Principal Investigator (University of Texas Austin)ĭespina Stylianou, Co-Principal Investigator (University of Texas Austin) ![]() The project’s focus on a diverse population of learners promises to increase the generalizability of the EALP to wider-ranging populations. Such a model will not only provide a critical roadmap for algebra instruction in elementary grades for our most vulnerable populations of students, it can also inform the design of more forward-thinking algebra learning standards. This project focuses on the design of a Grades K–2 Early Algebra Learning Progression (EALP) that is responsive to culturally and linguistically diverse learners with exceptionalities, including learners with identified mathematics difficulties. ![]() Stephens, Co-Principal Investigator (University of Wisconsin Madison) Rena Stroud, Co-Principal Investigator (Merrimack College)Įric Knuth, Co-Principal Investigator (University of Texas Austin) Building a Grades K-2 Early Algebra Learning Progression Prototype for Diverse Populations (2017-2020)Īngela Murphy Gardiner, Co-Principal InvestigatorĪna C. descriptions of the increasingly sophisticated levels of thinking students exhibit around the core algebraic concepts and practices addressed in the instructional sequence.assessments that measure student learning in response to the instructional sequence and.an instructional sequence across Grades K–5 designed to achieve these goals.a curricular framework that specifies learning goals around core algebraic concepts and practices.Their EALP includes the following components: Project LEAP researchers are developing a Grades K–5 Early Algebra Learning Progression (EALP) to foster young children’s algebraic thinking and are testing its potential to improve children’s algebra-readiness for middle grades. For this to succeed, work must be done to synthesize research on children’s algebraic thinking and to design an effective instructional approach to teaching and learning algebra in elementary grades. A recommendation that has gained widespread acceptance is to adopt a longitudinal, K–12 approach to teaching and learning algebra. Algebra is a subject with which students continue to struggle. ![]()
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