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Additional Readings

Arcidiacono, M. J., & Maier, E. (1993). Picturing algebra: Unit 9, Math in the mind’s eye. Salem, OR: Math Learning Center.

Bay-Williams, J. M. (2001). What is algebra in elementary school? Teaching Children Mathematics, 8, 196-200.

Blume, G. W., & Heckman, D. S. (2000). Algebra and functions. In E. A. Silver & P. A. Kenney (Eds.), Results from the seventh mathematics assessment of the National Assessment of Educational Progress (pp. 269-306). Reston, VA: National Council of Teachers of Mathematics.

Bishop, J. W., Otto, A. D., & Lubinski, C. A. (2001). Promoting algebraic reasoning using students’ thinking. Mathematics Teaching in the Middle School, 6, 509-514.

Chappell, M. F., & Strutchens M. E. (2001). Creating connections: Promoting algebraic thinking with concrete models. Mathematics Teaching in the Middle School, 7, 20-25.

Cramer, K. (2001). Using models to build an understanding of functions. Mathematics Teaching in the Middle School, 6, 310-318.

Day, R., & Jones, G. (1997). Building bridges to algebraic thinking. Mathematics Teaching in the Middle School, 2, 209-212.

Driscoll, M. J. (1999). Fostering algebraic thinking: A guide for teachers, grades 6-10. Portsmouth, NH: Heinemann.

Driscoll, M., & Moyer, J. (2001). Using students’ work as a lens on algebraic thinking. Mathematics Teaching in the Middle School, 6, 283-287.

English, L. D., & Warren, E. A. (1998). Introducing the variable through pattern exploration. Mathematics Teacher, 91, 166-172.

Essex, N. K., Lambdin, D. V., & McGraw, R. H. (2002). Racing against time: Using technology to explore distance, rate, and time. Teaching Children Mathematics, 8, 322-326, 347.

Falkner, K. P., Levi, L., & Carpenter, T. P. (1999). Children’s understanding of equality: A foundation for algebra. Teaching Children Mathematics, 6, 232-236.

Fey, J. T., & Heid, M. K. (1995). Concepts in algebra: A technological approach. Dedham, MA: Janson.

Greenes, C., & Findell, C. (1999). Developing students’ algebraic reasoning abilities. In L. V. Stiff (Ed.), Developing mathematical reasoning in grades K-12 (pp. 127-137). Reston, VA: National Council of Teachers of Mathematics.

Greenes, C., & Findell, C. (1999). Groundworks: Algebra puzzles and problems (separate books for grades 4 to 7). Chicago: Creative Publications.

Greenes, C., & Findell, C. (1999). Groundworks: Algebraic thinking (Separate books for grades 1, 2, and 3). Chicago: Creative Publications.

Herbel-Eisenmann, B. A., & Phillips, E. D. (2005). Using student work to develop teachers’ knowledge of algebra. Mathematics Teaching in the Middle School, 11(2), 62-66.

Lee, L., & Freman, V. (2006). Developing algebraic thinking through pattern exploration. Mathematics Teaching in the Middle School, 11(9), 428-433.

Lobato, J., & Thanheiser, E. (2002). Developing understanding of ratio and measure as foundation for slope. In B. Litwiller (Ed.), Making sense of fractions, ratios, and proportions (pp. 162-175). Reston, VA: National Council of Teachers of Mathematics.

MacGregor, M., & Stacey, K. (1999). A flying start to algebra. Teaching Children Mathematics, 6, 78-85.

McCoy, L. (1997). Algebra: Real-life investigations in a lab setting. Mathematics Teaching in the Middle School, 2, 220-224.

McCoy, L. P., Baker, T. H., & Little, L. S. (1996). Using multiple representations to communicate: An algebra challenge. In P. C. Elliott (Ed.), Communication in mathematics, K-12 and beyond (pp. 40-44). Reston, VA: National Council of Teachers of Mathematics.

Moses, B. (Ed.) (1999). Algebraic thinking, grades K-12: Readings from NCTM’s school-based journals and other publications. Reston, VA: National Council of Teachers of Mathematics.

National Council of Teachers of Mathematics. (1997). Algebraic thinking [Focus Issue]. Teaching Children Mathematics, 3(6).

National Council of Teachers of Mathematics. (1997). Algebraic thinking: Opening the gates [Focus Issue]. Mathematics Teaching in the Middle School, 2(4).

National Council of Teachers of Mathematics. (2002). Learning and teaching mathematics with technology [Focus Issue]. Teaching Children Mathematics, 8(6).

Patterson, A. C. (1997). Building algebraic expressions: A physical model. Mathematics Teaching in the Middle School, 2, 238-242.

Phillips, E., Gardella, T., Kelly, C., & Stewart, J. (1991). Patterns and functions: Addenda series, grades 5-8. Reston, VA: National Council of Teachers of Mathematics.

Rubenstein, R. N. (2002). Building explicit and recursive forms of patterns with the function game. Mathematics Teaching in the Middle School, 7, 426-431.

Soares, J., Blanton, M. L., & Kaput, J. (2005/06). Thinking algebraically across the elementary school curriculum. Teaching Children Mathematics, 12(5), 228-235.

Specht, J. (2000). More than graphs: Mathematics explorations for TI-73, TI-82, TI-83, and TI-83 Plus graphing calculators. Emeryville, CA: Key Curriculum Press.

Speer, W. R., & Brahier, D. J. (1995). What comes nex__? Teaching Children Mathematics, 1, 100-108.

Stacey, K., & MacGregor, M. (1997). Building foundations for algebra. Mathematics Teaching in the Middle School, 2, 253-260.

Swafford, J. O., & Langrall, C. W. (2000). Grade 6 students’ preinstructional use of equations to describe and represent problem situations. Journal for Research in Mathematics Education, 13, 89-112.

Vance, J. H. (1998). Number operations from an algebraic perspective. Teaching Children Mathematics, 4, 282-285.

Vennebush, G. P., Marquez, E., & Larsen, J. (2005). Embedding algebraic thinking throughout the mathematics curriculum. Mathematics Teaching in the Middle School, 11(2), 86-93.

Yerushalmy, M., & Shternberg, B. (2001). Charting a visual course to the concept of function. In A. A. Cuoco (Ed.), The roles of representation in school mathematics (pp. 251-268). Reston, VA: National Council of Teachers of Mathematics.






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