A Framework for Understanding and Cultivating the Transition from Arithmetic to Algebraic Reasoning

As organizers of this special issue and investigators in the Supporting the Transition from Arithmetic to Algebraic Reasoning (STAAR) project, we both felt we would be remiss if we did not acknowledge the singular importance of Jim Kaput’s influence on this body of work. From the earliest meetings of the project team, Jim’s deep thinking about the nature of algebra and of algebraic reasoning and instruction served as a guide. Jim contributed substantially to each of the tiers. But, more significantly, Jim appreciated the need and challenge to address each of these areas of algebra education research in a systemic manner. He agreed unflinchingly when asked to join our advisory board, and the project benefited immensely from his writings and from various discussions on the work. It is a patent understatement that his early death is a loss for the mathematics education community in general and for the community of algebra researchers in particular. Yet we are proud to say his ideas and contributions will continue in projects such as this. Therefore, it is only fitting that we dedicate this set of papers to Professor James J. Kaput. Algebraic reasoning stands as a formidable gatekeeper for students in their efforts to progress in mathematics and science, and to obtain economic opportunities (Ladson-Billings, 1998; RAND, 2003). Currently, mathematics education reMATHEMATICAL THINKING AND LEARNING, 9(3), 179–192 Copyright © 2007, Lawrence Erlbaum Associates, Inc.

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