Preface to Part III

Abstract

The seven chapters in this part present a diverse set of perspectives regarding early algebra instruction and ways of supporting teachers’ efforts to foster the development of students’ algebraic thinking. In particular, the chapters range in focus from teachers’ algebra content knowledge to teachers’ use of classroom opportunities to foster algebraic thinking to international comparisons of instructional approaches with regard to algebra. As a collection, the chapters not only highlight the critical role that teachers play in fostering students’ algebraic thinking, but also provide insight into both the challenges and opportunities associated with efforts to promote algebra in the early grades. The part closes with a commentary that considers the implications of the seven chapters with regard to the ability of teachers to foster the development of students’ algebraic thinking.