This article describes students' difficulties in generating linear equations and suggests pedagogical strategies that teachers can use to support students' quantitative reasoning in generating linear equations.
Edited by Jennifer Eli, email@example.com, The University of Arizona, Tucson, and George J. Roy, firstname.lastname@example.org, University of South Carolina, Columbia. Readers are encouraged to visit http://mtms.msubmit.net to submit manuscripts that take research findings and translate them into practical outcomes, strategies, or tips that directly inform teachers' classroom practice.
Mi Yeon Lee, email@example.com, an assistant professor of mathematics education at Arizona State University, teaches mathematics content knowledge and elementary math methods courses. She is currently a course coordinator for “Investigating Change: Patterns and Modeling.” She is interested in algebraic reasoning, teacher education, STEM education, project-based learning, and the use of technology in math education.