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Preface to Part III

  • Eric Knuth
  • Jinfa Cai
Part of the Advances in Mathematics Education book series (AME)

Abstract

The seven chapters in this part present a diverse set of perspectives regarding early algebra instruction and ways of supporting teachers’ efforts to foster the development of students’ algebraic thinking. In particular, the chapters range in focus from teachers’ algebra content knowledge to teachers’ use of classroom opportunities to foster algebraic thinking to international comparisons of instructional approaches with regard to algebra. As a collection, the chapters not only highlight the critical role that teachers play in fostering students’ algebraic thinking, but also provide insight into both the challenges and opportunities associated with efforts to promote algebra in the early grades. The part closes with a commentary that considers the implications of the seven chapters with regard to the ability of teachers to foster the development of students’ algebraic thinking.

Keywords

Content Knowledge Professional Development Program Instructional Approach Algebraic Thinking Mathematics Specialist 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  1. 1.Department of Curriculum & InstructionUniversity of Wisconsin-MadisonMadisonUSA
  2. 2.Department of Mathematical SciencesUniversity of DelawareNewarkUSA

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