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Algebraic Thinking

Research Reports

	Multiple vs. numeric approaches to developing functional understanding through patterns –affordances and limitations for grade 4 students Ruth Beatty, Joan Moss

	Sixth graders’ figural and numerical strategies for generalizing patterns in algebra Joanne Rossi Becker, Ferdinand Rivera

	Characterizing students’ thinking: algebraic, inequalities and equations Kien H. Lim

	Relationships between attention-focusing and the “transfer” of learning across two instructional approaches to rates of change Joanne Lobato

	Supporting algebraic thinking and generalizing about functional relationship through patterning in a second grade classroom Susan London McNab

	Generating mathematical discourse among teachers: the role of professional development resource Karen Marrongelle, Sean Larsen

	Learners' difficulties with defining and coordinating quantitative units in algebraic word problems and the teacher's interpretation of those difficulties John Olive, Günhan Çaglayan

Short Orals

	Speech and gesture in pattern generalization tasks involving graphs: evidence that perceptions influence conceptions Kristen Bieda, Mitchell Nathan

	Use of the CAS (computer algebra systems) as symbolic manipulator in the resolution of arithmetic-algebraic word problems Miguel Benito Huesca Esparza

	Inter-student questioning in students’ investigations into algebra: a dialogue between Kianja and Jerel F. Frank Lai

	The impact of a units-coordinating scheme on conceptual understanding of an improper fraction Hyung Sook Lee

	Mathematical fluency measured with the four parameters of foreign language learning: applications of the integral Mariana Montiel

	Infinity of numbers: a complex concept to be learnt? Erkki Pehkonen, Markku S. Hannula

	Accounting for sixth graders' generalization strategies in algebra Ferdinand D. Rivera, Joanne Rossi Becker

	Construction of meanings to the mathematical objects of variable and function through problems Guillermo Rubio, Rafael del Valle, Alonso del Castill

Posters

	A psycholinguistic approach to teaching/learning mathematics based on brain pattern processing operations Victor Amezcua

	Understanding integers: using balloons and weights software Lisa Clement Lamb, Eva Thanheiser

	A framework to analyze the algebra mathematics register Susana Mabel Davidenko

	Shaking hands, completing graphs: what can be gained by leveraging everday experiences in the development of arithmetic models that support algebraic reasoning? Steven B. Greenstei

	The role of gesture as a form of participation in networked classrooms Stephen Hegedus & Sharon Rodriguez

	Students' conceptions of the equals sign after algebra II Bruce A. Ingraham

	Can teachers promote learner responsibility through external accountability? Whitney Johnson, Eden Badertscher, Carolina Nap

	Proportional variation with dynamic geometry Valois Nájera Morales, Marco A. Santillán Vázquez, Luis Moreno-Armella

	A focus on variables as quantities of variable measure in covariational reasoning Jason Silverman