Early Algebra Learning Progression (EALP) organized around five big ideas

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The Early Algebra Learning Progression is a curricular framework the authors developed from research findings, curricular resources, and standards documents in early algebra. It is "organi]ed aroXnd five ³big ideas´": Generalized Arithmetic; Equations, Expressions, Equality, and Inequality; Functional Thinking; Proportional Reasoning; and Variable. In this study it structured a year-long classroom teaching experiment whose functional-thinking strand is evaluated here.

Design Implications

Context

Requirements

• Delivered through classroom teaching experiment lessons of approximately one hour per week over a school year, with research-based tasks aligned to the progression

Constraints

• Evaluated here in a largely white (91%), middle-class southeastern Massachusetts district, so generalization beyond that setting is not established in this article

Target Learners

• grades 3-5 elementary students

Learning Goals

• algebraic thinking, functional thinking, covariational reasoning, correspondence rules

Claims

• Ealp Intervention Improves Function Table Construction Grades 3 4 [+M]
• Ealp Intervention Improves Correspondence Rules Words And Symbols [+M]

Related Designs

Examples

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Key Sources

• Stephens, A. C., Isler, I., Marum, T., Blanton, M. L., Knuth, E. J., & Gardiner, A. M. (2011). From recursive pattern to correspondence rule: Developing students' abilities to engage in functional thinking.

Page metadata

Field	Value
type	design
id	early-algebra-learning-progression-ealp
title	Early Algebra Learning Progression (EALP) organized around five big ideas
description	The Early Algebra Learning Progression is a curricular framework the authors developed from research findings, curricular resources, and standards documents in early algebra.
status	review
generated	by process:settle-candidates on 2026-11-02
trust	unverified — no one has confirmed this page's content
sources	1 — stephens-2011

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