Identifying Effective Instructional Practices That Foster the Development of Algebraic Thinking in Elementary School

• In Event: 67.068 - MTCC Roundtable Session 32
  In Roundtable Session: 67.068-2 - Disrupting Deficit Thinking of Teaching Through Innovation

Abstract

The proposed session draws from a larger project whose overarching goal is to identify teacher instructional practices in elementary grades that are associated with positive student outcomes in early algebra. In this session, we discuss results from analyses of classroom observations in which Grade 3 teachers taught the same set of early algebra lessons, documenting variations in their instructional practices that have potential implications for student early algebra learning. The analysis of the videotaped lessons revealed many variations across lesson implementation, despite teachers receiving common lesson materials and professional development. A mathematics-specific variation that emerged was teachers’ use of visualizations to clarify mathematical ideas. We will discuss implications of such variations and their impact on student learning of early algebra.

Authors

• Ryan Gertenbach, The University of Texas at Austin

• Ingrid G Ristroph, The University of Texas at Austin

• Karisma Morton, The University of Texas at Austin

• Eric J. Knuth, The University of Texas at Austin