ERIC Number: ED441663
Record Type: RIE
Publication Date: 2000
Algebraic Reasoning in the Context of Elementary Mathematics: Making It Implementable on a Massive Scale.
Kaput, James J.; Blanton, Maria L.
This paper describes an intensive 3-year classroom- and district-based study of the process of integrating the development of algebraic reasoning into elementary school mathematics in an educationally underachieving school district based on a year-long pilot effort in 1997-98 with two 5th grade teachers and one 6th grade teacher. In 1998-99, the program involved working on a bimonthly basis with approximately 20 grade 2-5 teachers from 8 different elementary schools. Future research will link extended elementary school classroom mathematics teaching in a third grade class to pre-service education and district-wide in-service teaching. This will enable continued documentation of the following: (1) both pre-service and in-service teacher development of algebraic reasoning; (2) the process of "algebrafying" elementary mathematics instructional materials; (3) the evolution of classroom practice and culture towards forms that support the development of students' algebraic reasoning; (4) student learning, as measured by progressive statewide 4th and 8th grade tests and supplementary assessments; (5) the design of appropriate experiences for pre-service teacher development; (6) the dual shaping of teacher-support materials for use with pre-service and in-service teachers; (7) the process of implementation of innovations as they spread across a district with 30 elementary schools (Fall River, Massachusetts); and (8) a comparison with publicly available student assessments from a very similar district in the region (New Bedford, Massachusetts). This paper provides the larger view of algebra reform on which current and planned work is based and then reports on pilot work and current work relating to (2), (3), and (7). An Appendix provides the "Details of Pilot Work with Grade 5-6 Teachers." (Contains 47 references.) (CCM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Improving Student Learning and Achievement in Mathematics and Science, Dartmouth, MA.