This book contributes to an ongoing effort to establish a research basis for the introduction of algebraic concepts and notation in elementary school--an area of studies that has come to be known as Early Algebra. It provides a rationale for the introduc

Provides a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. This book shows how young learners attempt to work with mathematical generalizations before they have learned formal algebraic notation. It is suitable as a text in undergraduate or graduate mathematics education courses.