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ERIC Number: ED501145
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Algebra in Elementary School
Schliemann, Analucia; Carraher, David; Brizuela, Barbara; Earnest, Darrell; Goodrow, Anne; Lara-Roth, Susanna; Peled, Irit
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p127-134
Increasing numbers of mathematics educators, policy makers, and researchers believe that algebra should become part of the elementary education curriculum. Such endorsements require careful research. This paper presents the general results of a longitudinal classroom investigation of children's thinking and representations over two and a half years, as they participate in Early Algebra activities. Results show that 3rd and 4th grade students are capable of learning and understanding elementary algebraic ideas and representations as an integral part of the early mathematics curriculum. (Contains 1 footnote.) [For complete proceedings, see ED500860.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A