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Teacher-Researcher Collaboration in Algebra

August 8, 2006

Classroom teacher Amy French and WCER researcher Mitchell Nathan have collaborated for several years on early algebra instruction. They have coauthored a chapter, "Reflections on early algebra learning and instruction," a first-person account of Ms.French's involvement in an early algebra study. Its goals were to document students' informal algebra problem-solving strategies and discourse before students have received formal algebraic instruction; to document teachers' beliefs about students' intuitive solutions methods; and to understand how knowledge of students' informal solution methods can leverage the use of more formal and more general methods for solving algebra level problems. The chapter appears in the volume "Teachers Engaged in Research," edited by  J. O. Masingila,  Information Age Publishing (2006).