Division C - Learning and Instruction / Division C - Section 1c: Mathematics

Martha W. Alibali, University of Wisconsin - Madison

Error Prevalence and Visual Signaling Cues: Design-Based Principles for Algebra Learning - Christina Areizaga Barbieri, University of Delaware; Dana Miller-Cotto, University of Pittsburgh; Julie L. Booth, Temple University

Describing the Unknown: Moving Toward Variable Notation and Algebraic Thinking in Kindergarten - Ranza Veltri Torres, University of Wisconsin - Madison; Sam Prough, University of Wisconsin - Madison; Susanne Strachota, University of Wisconsin - Madison; Ana C. Stephens, University of Wisconsin - Madison; Yewon Sung, The University of Wisconsin - Madison; Angela Gardiner, Tahoe Environmental Research Center; Maria Blanton, TERC; Eric J. Knuth, The University of Texas at Austin

Understanding Equivalence: Early Algebra Instruction for a Student With a Mathematics Disability - Kirsten Keels, University of Georgia - Athens

Results of a Grades 3–5 Early Algebra Intervention With At-Risk Populations - Rena Stroud, Merrimack College; Maria Blanton, TERC; Angela Gardiner, Tahoe Environmental Research Center; Eric J. Knuth, The University of Texas at Austin; Ana C. Stephens, University of Wisconsin - Madison; Despina A. Stylianou, City College of New York - CUNY

Impact of Comparison and Explanation of Multiple Strategies on Learning and Flexibility in Algebra Classrooms - Abbey M. Loehr, Washington University in St. Louis; Kelley Durkin, Vanderbilt University; Bethany Rittle-Johnson, Vanderbilt University; Jon R. Star, Harvard University