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Our Exciting Current Projects!
[LEAP 2 RAPID] Retention of Early Algebraic Understanding
This project extends the current NSF-funded research on the impact of a 3-year, longitudinal early algebra intervention on children’s algebra readiness for middle grades. The proposed work will allow us to explore students’knowledge of core algebraic concepts once they enter middle grades, one year after their completion of the intervention.
[LEAP 2] The Impact of Early Algebra on Students' Algebra Readiness
This project is testing the effectiveness of a comprehensive, longitudinal early algebra intervention in elementary grades 3-5 on middle-school algebra-readiness. This project draws from past project researchers’ development of an efficacious grade 3-7 early algebra learning progression, assessments, and professional development model.
[LEAP 3] The Impact of a Teacher-Led Early Algebra Intervention on Children's Algebra-Readiness for Middle School
Early algebra is viewed as a critical means for preparing students for success in a more formal study of algebra in middle and secondary grades. However, this premise has been virtually unexplored. Therefore, the primary purpose of this project is to (1) measure the effectiveness of a teacher-led early algebra intervention, in demographically diverse settings, on children’s algebra readiness for middle school and (2) assess the fidelity with which elementary teachers implement the intervention in authentic, intact classrooms.
[CUF 2] Learning Trajectories in Grades K-2 Children's Understanding of Algebraic Relationships
The research goal for the project is to identify learning trajectories as cognitive models of how grades K–2 children learn to generalize, represent, and reason with algebraic relationships. The project will address immediate challenges facing PreK–12 STEM education concerning the need to understand how young children, at the start of formal schooling, make sense of core algebraic concepts and practices typically reserved for students in later grades.
Just Say YES to Early Algebra! in the September 2015 issue of Teaching Children Mathematics.