Grounded theory of productive practices for algebraic thinking

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 article presents a constructivist-grounded theory of interdependent practices that supports algebraic thinking based on a longitudinal study. The theory emerged from data collected from an after-school mathematical reasoning project with six elementary schools.

KEYWORDS:

• Algebraic thinking
• constructivist grounded theory
• elementary school
• teacher practice

Acknowledgments

I acknowledge Dr. Sarah Berenson and ON TRACK-LEARN MATH team for their help with this study.

Funding

This study was funded by US Department of Education grant numbers U215K0900096 and U215K100223. The views do not necessarily reflect those of the US Department of Education.

Additional information

Funding

This paper was not funded.