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Supporting the Transition from Arithmetic to Algebraic Reasoning This collaborative project, with colleagues from the University of Wisconsin and Carnegie Mellon University, is centered on the transition to abstract algebraic reasoning and addresses (a) the study of middle school algebra as a content domain, (b) student thinking, learning and development, (c) the design of learning environments, (d) teacher knowledge, beliefs and practices, and (e) teacher learning and collaborative professional development. Efforts will include the development of research-based, technology-rich learning environments for students and teachers, designed to facilitate students' transition from concrete arithmetic thinking to abstract algebraic reasoning, and the professional development of middle school mathematics teachers. The project seeks to understand the development of algebraic reasoning at the middle school level from multiple theoretical and methodological perspectives, and to develop research-based, technology-rich learning environments for students and teachers that facilitate students' transitions from concrete arithmetic thinking to abstract algebraic reasoning. It adopts a comprehensive and integrated approach to bring together major facets of learning and teaching that are seldom studied together under a unified research agenda, and implements this program in urban, rural, and suburban settings. Technology is central to this project. It examines ways in which computer-based tutoring environments, telecommunications, and video case-based technologies support student learning and the formation and development of professional communities of middle school mathematics teachers. The University of Colorado research team, co-directed by Drs. Hilda Borko and Jeff Frykholm, is designing a professional development program for middle school mathematics teachers and studying the program’s impact on teachers’ professional community and their knowledge, beliefs, and instructional practices related to algebra teaching. The project is funded through the Interagency Educational Research Initiative (IERI), co-sponsored by the National Science Foundation (NSF), Office of Educational Research and Improvement (OERI), and the National Institute of Child Health and Development (NICHD). (For additional information, see http://algebra.colorado.edu/.) Faculty: Drs. Hilda Borko, and Jeffrey Frykholm |
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