=

=
James J. Kaput=
, David W. Carraher , and Maria L. Blanton=
(Eds.)

=E2=80=94(2008) Mahwah, NJ: Lawrence Erlbaum Associates/Taylor &am=
p; Francis Group

## Summary

*This is the =
only book that specifically addresses research on early algebra. It provide=
s a nice mix of both conceptual/theoretical and practice-based chapters. Gi=
ven the national attention early algebra is receiving, this book is sorely =
needed.*

=E2=80=94Eric Knuth, University of Wisconsi=
n - Madison* *

This volume is the first to offer =
a comprehensive, research-based, multifaceted look at issues in early algeb=
ra. In recent years, the National Council for Teachers of Mathematics has r=
ecommended that algebra become a strand flowing throughout the K-12 curricu=
lum, and the 2003 RAND Mathematics Study Panel has recommended that algebra=
be =E2=80=9Cthe initial topical choice for focused and coordinated researc=
h and development [in K-12 mathematics].=E2=80=9D

The book provides a rationale for =
a stronger and more sustained approach to algebra in school, as well as con=
crete examples of how algebraic reasoning may be developed in the early gra=
des. It is organized around three themes:

- The Nature of Early Algebra
- Students=E2=80=99 Capacity for Al=
gebraic Thinking <=
/li>
- Issues of Implementation: Taking =
Early Algebra to the Classrooms

The contributors to this landmark =
volume have been at the forefront of an effort to integrate algebra into th=
e existing early grades mathematics curriculum. They include scholars who h=
ave been developing the conceptual foundations for such changes as well as =
researchers and developers who have led empirical investigations in school =
settings. Algebra in the Early Grades aims to bridge the worlds of research=
, practice, design, and theory for educators, researchers, students, policy=
makers, and curriculum developers in mathematics education.

Reviewed by Daniel Chazan, Journal=
for Research in Mathematics Education.

Purchase book.

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