Algebra is a subject with which students continue to struggle. One recom= mendation for improving algebra instruction that has gained widespread acce= ptance has been to adopt a longitudinal, K=E2=80=9312 approach to teaching = and learning algebra, rather than waiting until secondary grades to begin s= tudents=E2=80=99 formal algebra education. To that end, this project will d= evelop and test the potential of a Grades K=E2=80=932 Early Algebra Learnin= g Progression (EALP) to develop young children=E2=80=99s algebraic thinking= and build a platform for their success in formal algebra in secondary grad= es.

This project focuses on the design of a Grades K=E2=80=932 Early Algebra= Learning Progression (EALP) that is responsive to culturally and linguisti= cally diverse learners with exceptionalities, including learners with ident= ified mathematics difficulties. Such a model will not only provide a = critical roadmap for algebra instruction in elementary grades for our most = vulnerable populations of students, it can also inform the design of more f= orward-thinking algebra learning standards. The project=E2=80=99s focus on = a diverse population of learners promises to increase the generalizability = of the EALP to wider-ranging populations.

The goals of the proposed project are twofold: (1) to develop an early a= lgebra classroom observational instrument; and (2) to identify profiles of = instructional practices associated with increased student performance in ea= rly algebra.

Early algebra is viewed as a cri= tical means for preparing students for success in a more formal study of al= gebra in middle and secondary grades. However, this premise has been virtua= lly unexplored. Therefore, the primary purpose of this project is to (1) me= asure the effectiveness of a teacher-led early algebra intervention, in dem= ographically diverse settings, on children=E2=80=99s algebra readiness for = middle school and (2) assess the fidelity with which elementary teachers im= plement the intervention in authentic, intact classrooms.

This project extends the current NSF-funded research on the impact = of a 3-year, longitudinal early algebra intervention on children=E2=80=99s = algebra readiness for middle grades. The proposed work will allow us to exp= lore students=E2=80=99knowledge of core algebraic concepts once they enter = middle grades, one year after their completion of the intervention.

This project is testing the effe= ctiveness of a comprehensive, longitudinal early algebra intervention in el= ementary grades 3-5 on middle-school algebra-readiness. This project draws = from past project researchers=E2=80=99 development of an efficacious grade = 3-7 early algebra learning progression, assessments, and professional devel= opment model.

This project is developing and testing a curricular le= arning progression of early algebra objectives and activities for students = in grades 3-7. The goal of the work is to provide teachers with curricular = guidance, instructional resources, and assessment tools that are useful in = preparing students for success in the study of algebra at the middle grade = level.

**University of Wisconsin-=
Madison's Project LEAP Website**: algebra.wceruw.org

**University of Texas-Austin's Project LEAP Website:** =
;*coming soon...*