# Implementing a Framework for Early Algebra

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## Abstract

In this chapter , we discus s the algebra framework that guides our work and how this framework was enacted in the design of a curricular approach for systematically developing elementary-aged students’ algebraic thinking. We provide evidence that, using this approach, students in elementary grades can engage in sophisticated practices of algebraic thinking based on generalizing, representing, justifying, and reasoning with mathematical structure and relationships. Moreover, they can engage in these practices across a broad set of content areas involving generalized arithmetic; concepts associated with equivalence, expressions, equations, and inequalities; and functional thinking.

## Keywords

Algebraic thinking Randomized study Early algebra Learning progressions Qualitative methods Curriculum## Notes

### Acknowledgements

The research reported here was supported in part by the National Science Foundation under DRK-12 Awards #1207945, 1219605, 1219606, 1154355 and 1415509 and by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A140092. Any opinions, findings, and conclusions or recommendations expressed are those of the authors and do not represent the views of the National Science Foundation or of the Institute of Education Sciences or the U.S. Department of Education.

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