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{{Title|Teachers' and Researchers' Beliefs About the Development of Algebraic Reasoning}} ...ng precedes verbal problem solving and arithmetic skills strictly preceded algebraic skills, was contrasted with the Verbal Precedence Model of development, whi

{{Title|Early Algebra and Algebraic Reasoning}} * Why Algebraic Reasoning?

<li>[[Kaput (2008)|What Is Algebra? What Is Algebraic Reasoning?]] by [[James Kaput|James J. Kaput]]</li> <li>[[Mason (2008)|Making Use of Children's Powers to Produce Algebraic Thinking]] by [[John Mason]]</li>

...t|Kaput, J. J.]] (2008). [[Kaput (2008)|What is algebra? What is algebraic reasoning?]] In [[James Kaput|J. J. Kaput]], [[David Carraher|D. W. Carraher]], & [[M

...al story behind story problems: Effects of representations on quantitative reasoning]]. ''[[Journal of the Learning Sciences]], 13''(2), 129–164. http://doi.o ...JRME|Teachers' and researchers' beliefs about the development of algebraic reasoning]]. ''[[Journal for Research in Mathematics Education]], 31''(2), 168–190.

...al story behind story problems: Effects of representations on quantitative reasoning]]. ''[[Journal of the Learning Sciences]], 13''(2), 129–164. http://doi.o ...JRME|Teachers' and researchers' beliefs about the development of algebraic reasoning]]. ''[[Journal for Research in Mathematics Education]], 31''(2), 168–190.

{{Title|Connections Between Generalizing and Justifying: Students' Reasoning with Linear Relationships}} The article ''Connections Between Generalizing and Justifying: Students' Reasoning with Linear Relationships'' was written by [[Amy Ellis]] and published in t

...A. D.]] (2007). [[Carraher & Schliemann (2007)|Early algebra and algebraic reasoning]]. In F. K. Lester (Ed.), [[Second handbook of research on mathematics teac

...A. D.]] (2007). [[Carraher & Schliemann (2007)|Early algebra and algebraic reasoning]]. In [[Frank Lester|F. K. Lester]] (Ed.), ''[[Second handbook of research

...algebraic reasoning, and symbolic problem-solving develops prior to verbal reasoning. High school teachers were most likely to hold the symbol-precedence view a

* Geometry and Spatial Reasoning *** Coordinates and Spatial Reasoning

...ical Reasoning in Grades K-12 (1999 NCTM Yearbook)|Developing Mathematical Reasoning in Grades K-12]] (1999) ...nking and Reasoning With Data and Chance (2006 NCTM Yearbook)|Thinking and Reasoning With Data and Chance]] (2006)

<li>[[Lamon (2007)|Rational Numbers and Proportional Reasoning: Toward a Theoretical Framework for Research]] by [[Susan Lamon|Susan J. La <li>[[Carraher & Schliemann (2007)|Early Algebra and Algebraic Reasoning]] by [[David Carraher|David W. Carraher]] and [[Analúcia Schliemann|Analú

...|Stacey & MacGregor|1999}}) that can interfere with the development of the algebraic thinking that is usually needed to solve word problems. Some (but not all) ...students will have more difficulty solving a word problem than solving an algebraic equation that represents the same mathematics without the words. Because of

<li>[[Eisenmann & Even (2009)|Similarities and differences in the types of algebraic activities in two classes taught by the same teacher]] by [[Tammy Eisenmann ...ffie & Mather (2009)|Middle school mathematics teachers’ use of curricular reasoning in a collaborative professional development project]] by [[Amy Roth McDuffi

...and learning of content &mdash; and how does this work demand mathematical reasoning, insight, understanding, and skill? Instead of starting with the curriculum ...uare. It may not be all that important for students to understand both the algebraic and geometric ways of representing this problem, but a teacher needs to kno