Explains how number work in elementary school can be extended to prepare students for algebra. Suggests some practical strategies that focus on five aspects of number knowledge essential for algebra learning. (ASK)

Describes a teacher's experiences in a classroom where mathematics problems are presented in the context of aliens and other galaxies. (ASK)

Discusses the concept of equality, which is a crucial idea for developing algebraic reasoning in young children. Explores young children's understanding and misconceptions about the "equals" sign, and relates the experiences one teacher had helping children better understand the sign. (ASK)

Invites students to try magic-number tricks and discover how and why they work. (Author)

Using sequential chains of regular n-gons in a row with one side touching, as for example, one triangle, two triangles, three triangles, and so on, students graph the length of the perimeter versus the number of n-gons and determine the functional relationship for different values of n. (MKR)

Illustrates how many key algebraic concepts can be informally developed within the number and operations strand taught in the primary grades. Discusses expressions and equations, properties and conventions, relationships between operations, and variables from this perspective. (ASK)

Explores algebraic thinking as children search for patterns while collecting, organizing, and graphing data and as they derive equations describing relationships found in the data. (ASK)

Uses three computer software programs to help students develop algebraic reasoning. Programs include spreadsheets, Logo programming language, and Teasers by Tobbs. (ASK)

Investigates different approaches of students from different cultures to problems and problem-solving strategies. Suggests ways to encourage students to use algebraic strategies. Provides some action research ideas for teachers to try in their classrooms. Contains 11 references. (ASK)