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How can teachers more effectively guide middle grade students' transition from arithmetic into algebraic reasoning? One WCER project is developing effective approaches to improve the learning and teaching of increasingly complex mathematics.

Sharon Derry, Martha Alibali, and Eric Knuth have are addressing three inter-related areas of study: Student learning and development; teacher beliefs, knowledge and practice; and teacher professional development. This approach emphasizes the parallel structures and processes among these areas, as distinct but inseparable aspects of a unified system. Their research activities reflect this multi-tiered and dynamic framework, as an attempt to move beyond piecemeal, disconnected insights to reach a deeper appreciation of learning and teaching processes.

For more information, see http://labweb.education.wisc.edu/knuth/taar/.