Grounded Theory of Productive Routines of Practice for Algebraic Thinking

• In Event: Research on Algebra, Teaching, Thinking, and Learning

Abstract

In response to students’ difficulties with algebra, many have advocated for algebraic thinking in elementary schools as a route to algebra. However, many studies show students’ difficulties with algebraic thinking and teachers’ challenges with creating a context that supports reasoning. This paper presents constructivist grounded theory of interdependent practices that support algebraic thinking based on a longitudinal study.

Authors

• Jessie Chitsanzo Store, Alma College

• Davie Store, Central Michigan University - Center for Charter Schools