Early Algebraization

A Global Dialogue from Multiple Perspectives

  • Jinfa Cai
  • Eric Knuth

Part of the Advances in Mathematics Education book series (AME)

Table of contents

  1. Front Matter
    Pages I-XXIII
  2. Curricular Perspective

    1. Front Matter
      Pages 1-2
    2. Jinfa Cai, Eric Knuth
      Pages 3-4
    3. Susan Jo Russell, Deborah Schifter, Virginia Bastable
      Pages 43-69
    4. Jeremy Kilpatrick
      Pages 125-130
  3. Cognitive Perspective

  4. Instructional Perspective

  5. Back Matter
    Pages 595-623

About this book


In recent years there has been increased interest in the development of students’ algebraic thinking in the elementary and middle school grades. This important and timely new volume contains the most comprehensive collection of research focused on early algebraization. The volume’s authors—leading international mathematics education scholars—present perspectives on early algebraization that promote a global dialogue on the topic. Research is presented from many parts of the world, including Asia, Australasia, Western and Eastern Europe, and North America. The volume authors consider issues concerning early algebraization from three fundamental perspectives—curricular, cognitive, and instructional. The chapters in this volume not only represent the state of the art about research on early algebraization, but also provide suggestions for future research.

“This volume on early algebraization reveals the rich diversity that characterizes the rapidly evolving field of early algebra .… this volume offers to researchers, teachers, curriculum developers, professional development educators, and policy makers alike some of the most recent thinking in the field.” (Carolyn Kieran)


curriculum early Algebraization international perspective learning and instruction mathematics education

Editors and affiliations

  • Jinfa Cai
    • 1
  • Eric Knuth
    • 2
  1. 1.Dept. Mathematical SciencesUniversity of DelawareNewarkUSA
  2. 2.University of Wisconsin-MadisonMadisonUSA

Bibliographic information