“Counting” on Quantitative Reasoning for Algebra

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  • 1 Indiana University Bloomington, Bloomington, IN
  • | 2 Ball State University, Muncie, IN

Use this approach to developing algebraic identities as a generalization of combinatorial and quantitative reasoning. Secondary school students reason about important ideas in the instructional sequence, and teachers consider newfound implications for and extensions of this generalization in secondary algebra curricula.

Mathematics Teacher: Learning and Teaching PK-12
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