Abstract
Historically, algebra in the U.S. has been viewed “as a gatekeeper to a college education and the careers such education affords” (Kilpatrick & Izsák, 2008, p. 11). As such, current curriculum documents emphasize the need to support all students in learning algebra (Common Core State Standards Initiative [CCSSI], 2010; National Council of Teachers of Mathematics [NCTM], 1989, 2000).
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Barlow, A.T., Prince, K.M., Lischka, A.E., Duncan, M.D. (2017). Developing Algebraic Reasoning through Variation in the U.S.. In: Huang, R., Li, Y. (eds) Teaching and Learning Mathematics through Variation. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-782-5_18
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DOI: https://doi.org/10.1007/978-94-6300-782-5_18
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