NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1048263
Record Type: Journal
Publication Date: 2015-Jan
Pages: 49
Abstractor: As Provided
Reference Count: 78
ISSN: ISSN-0021-8251
The Development of Children's Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade
Blanton, Maria; Stephens, Ana; Knuth, Eric; Gardiner, Angela Murphy; Isler, Isil; Kim, Jee-Seon
Journal for Research in Mathematics Education, v46 n1 p39-87 Jan 2015
This article reports results from a study investigating the impact of a sustained, comprehensive early algebra intervention in third grade. Participants included 106 students; 39 received the early algebra intervention, and 67 received their district's regularly planned mathematics instruction. We share and discuss students' responses to a written pre- and post-assessment that addressed their understanding of several big ideas in the area of early algebra, including mathematical equivalence and equations, generalizing arithmetic, and functional thinking. We found that the intervention group significantly outperformed the nonintervention group and was more apt by posttest to use algebraic strategies to solve problems. Given the multitude of studies among adolescents documenting students' difficulties with algebra and the serious consequences of these difficulties, an important contribution of this research is the finding that--provided the appropriate instruction--children are capable of engaging successfully with a broad and diverse set of big algebraic ideas.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: 1207945