The teaching and learning of algebra continues to be a focus of research and reform initiatives alike, especially given the role algebra plays as a gatekeeper to both further mathematics study and future employment opportunities. It is now widely accepted that students should experience a long-term, sustained algebra education beginning in the elementary grades. Yet, a critical unanswered question concerns the impact that a comprehensive, longitudinal early algebra experience would have on elementary students’ algebra understanding and their algebra readiness in middle school—the  overarching focus of the proposed project.

The proposed work will build on the principal investigators’ current DRK–12 project that involves the development of a Grades 3–7 Early Algebra Learning Progression [EALP], associated grade-level assessments, and a grades 3–5 EALP-based intervention. These components are critical tools for the goals of the project proposed here, namely, to (1) conduct a longitudinal study to measure the impact of a comprehensive, sustained early algebra intervention in grades 3–5 on students' algebra understanding in elementary grades and their algebra readiness in middle school; and (2) determine the effectiveness of the EALP-based intervention in naturalistic settings with regular classroom teachers.

The project will use a quasi-experimental design to compare the performance of students who receive an early algebra intervention to students who receive more traditional elementary grades instruction.

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