Message-ID: <940533653.195.1553248793652.JavaMail.confluence@www.terc.edu> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_194_476286801.1553248793652" ------=_Part_194_476286801.1553248793652 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Connecting Arithmetic to Algebra: Strategies for Building Algebr= aic Thinking in the Elementary Grade

# Connecting Arithmetic to Algebra: Strategies for Building Algebraic= Thinking in the Elementary Grade

=20 Website: http://investigations.terc.edu/

Publisher: Heinemann

Algebra readiness: it=E2=80=99s = a topic of concern that seems to pervade every school district. How can we = better prepare elementary students for algebra? More importantly, how can w= e help all children, not just those who excel in math, become ready for lat= er instruction? The answer lies not in additional content, but in developin= g a way of thinking about the mathematics that underlies both arithmetic an= d algebra.

Connecting Arithmetic to Algebra is a new professional developm= ent guide that invites readers to learn about a crucial component of algebr= aic thinking: investigating the behavior of the operations. Nationally-know= n math educators Susan Jo Russell (TERC), Deborah Schifter (EDC), and Virgi= nia Bastable (SummerMath for Teachers) and a group of collaborating teacher= s describe how elementary teachers can shape their instruction so that stud= ents learn to: notice and describe consistencies across problems; articulat= e generalizations about the behavior of the operations; and develop mathema= tical arguments based on representations to explain why such generalization= s are or are not true.

Through such work, students become familiar with properties and general = rules that underlie computational strategies=E2=80=94including those that f= orm the basis of strategies used in algebra=E2=80=94strengthening their und= erstanding of grade-level content and at the same time preparing them for f= uture studies. Each chapter is illustrated by lively episodes drawn from th= e classrooms of collaborating teachers in a wide range of settings. These p= rovide examples of posing problems, engaging students in productive discuss= ion, using representations to develop mathematical arguments, and supportin= g both students with a wide range of learning profiles.

Connecting Arithmetic to Algebra Course Facilitator=E2=80= =99s Guide is also available from Heinemann to provide leaders with too= ls and resources for implementing a workshop or preservice course.

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