![]() Susanne Strachota, University of Wisconsin-Madisonįunded by Institute for Education Sciences R305A140092 Hannah Kang, University of Wisconsin-Madison We found that intervention students outperformed control students on post-assessments at each of Grades 3–5 and were more able to flexibly interpret variable in different roles and use variable notation in meaningful ways in different mathematical contexts. The project used a quasi-experimental design to compare the performance of students who received our early algebra intervention to students who receive more traditional elementary grades instruction. In our second LEAP project, we used the instructional sequence and grade-level assessments developed in the first project to conduct a small-scale longitudinal study to measure the impact of our comprehensive, sustained Grades 3–5 early algebra intervention on students' algebra understanding in elementary grades and their algebra readiness in middle school. Tom Carpenter, University of Wisconsin-Madisonīarbara Dougherty, University of MissouriĪmy Ellis, University of Wisconsin-MadisonĬarolyn Kieran, Université du Québec à Montréalįunded by National Science Foundation DRL-1219605/06 Jee-Seon Kim, University of Wisconsin-MadisonĪna Stephens, University of Wisconsin-Madison Isil Isler, University of Wisconsin-Madison We also conducted a preliminary study to examine the impact of our EALP’s instructional intervention as measured by our assessments and found that students who experienced the early algebra intervention outperformed comparison students on our early algebra assessment and were more apt by posttest to use algebraic strategies to solve problems.Įric Knuth, University of Wisconsin-Madison In this first LEAP project, we constructed an Early Algebra Learning Progression consisting of a curricular framework and progression developed by coordinating research, curricular, and mathematical perspectives a Grades 3–5 instructional sequence based on the framework and progression associated assessments and levels of sophistication describing strategies observed in children’s mathematical work. ![]() Identifying Effective Instructional Practices that Foster the Development of Algebraic Thinking in Elementary School (2017-2021)įunded by the National Science Foundation DRL-1207945 Project LEAP: Extending a Grades 3–5 Early Algebra Learning Progression into Grades K–2 (2017-2021)īuilding a Grades K–2 Early Algebra Learning Progression for Diverse Populations (2017-2020) The Impact of a Teacher-Led Early Algebra Intervention on Children’s Algebra-Readiness for Middle School (2014-2018) The Impact of Early Algebra on Students’ Algebra-Readiness (2012-2017) Project LEAP is a series of projects focused on the development, implementation, and testing of a sustained and comprehensive approach to early algebra:ĭeveloping Algebra-Ready Students for Middle School: Exploring the Impact of Early Algebra (2009-2013) In particular, scholars advocate that students have long-term, sustained algebra experiences in school mathematics, beginning in the elementary grades, that build their natural, informal intuitions about structure and relationships into formalized ways of mathematical thinking. ![]() Recognizing that historical paths to algebra have been largely unsuccessful in terms of students’ achievement, mathematics education scholars have increasingly advocated that algebra be re-conceptualized in school mathematics as a longitudinal, Grades K–12 strand of thinking. Teaching and learning algebra has undergone a critical transformation in the U.S.
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