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This paper is a part of a larger research study that we are conducting to develop a framework consisting of the data-driven best practices around teaching and learning algebra in K-12 classrooms. The purpose of this paper is to develop a usable definition for algebra interventions for the second stage of screening within the larger study, which will be done by reviewing seminal or systematic reviews in the algebra field across grades K-12. Combining the algebra definitions with the type of interventions produces three questions to ask during the second stage of screening to decide if a study is an algebra intervention. [ABSTRACT FROM AUTHOR]

This case study explores theories and enactments for using whole-body movement in helping a student with visual impairment understand slope. While technology has made learning algebraic concepts easier for many students, much of it relies on sight. To accommodate the student's learning, tactile and whole-body experiences were used to give meaning to the concept of slope. The results show that the learner constructed deep, profound, and novel notions of slope. In this paper, we illustrate the way mathematical knowledge was understood and communicated through motion and language and raise theoretical questions about the relationship between the body, the environment, and mathematical ideas. We propose these pedagogies be used with all students reflective of universal design principles. [ABSTRACT FROM AUTHOR]

This paper provides a case study account of a preservice secondary mathematics teacher's thinking while engaging in slope tasks using dynagraphs. The data included audio recordings and screen captures of a small group of preservice teachers engaging with these tasks, with our analysis focusing on the case of Robin. Despite familiarity using slope to measure steepness and determine relationships in a Cartesian plane setting, results indicate Robin struggled to reason about these same uses of slope when presented with a dynagraph. Using the APOS-Slope framework as a lens, the analysis suggests that Robin is limited to thinking of slope as an Action when using slope to measure steepness and determine relationships, relying heavily on shape thinking in the Cartesian plane. Implications for further research are provided. [ABSTRACT FROM AUTHOR]

This paper describes the APOS-Slope framework, a tool for studying students’ understanding of slope. The paper outlines how this framework merges the theoretical lens of APOS with past work describing multiple conceptualizations of slope. Descriptions of student understanding of slope at each stage of the framework are provided, and implications of the framework for future research are detailed [ABSTRACT FROM AUTHOR]

Covariational reasoning and the creation and interpretation of graphs of covariational situations are important skills in math and science. Unfortunately, research shows that students often struggle to make meaningful connections between graphs and the covariational situations they represent. Educational activities designed to help students overcome this struggle tend to use either student-generated or automatically-generated graphs, and have students either act out covariational situations or more passively observe them. In this paper, we present the design of a tool and task that enabled two students to simultaneously embody both the creation of a graph and the covariational actions that the graph represents. Through a process of collaborative instrumentation, the students made meaningful connections between their motions and the embodied traces they created as they reasoned about the covarying quantities of height and time. [ABSTRACT FROM AUTHOR]

Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Researchers have identified students' difficulties reasoning about inverse functions. Through our review of this literature, three meanings stand out: a formal, 'undoing', and quantitative meaning. Using these meanings as a guide, we analyzed student work collected from a lesson on the topic of inverse functions taught by an experienced high school mathematics teacher, using a novel task. In analyzing the data, we noticed tensions between students' understanding of the context and of inverse function as treated in curricula. In this paper, we illustrate these tensions and describe potential implications for students' productive construction of the meanings of inverse function. [ABSTRACT FROM AUTHOR]

The establishment of learning trajectories has become a key area of research in mathematics education, but there remains a need to characterize the role of instruction on students’ developing concepts. This paper offers a way to establish a connection between student concepts, tasks, and pedagogical supports. We draw on two constructs, the epistemic student and DNRbased instruction, and articulate how these constructs can work in concert to inform the three phases of design, enactment, and analysis of learning trajectories. We close with an example from a learning trajectory of middle-school students’ understanding of quadratic growth. [ABSTRACT FROM AUTHOR]

In this paper, we compare the levels of reasoning elicited during the completion of three versions of a bottle filling task: high school level matching; middle school level matching and constructed response. The goal of the tasks was to make visible secondary students covariational reasoning methods. Video of students completing the task while explaining their reasoning during one-on-one interviews were analyzed. Analysis demonstrated a wide range of reasoning when provided a matching version with a greater incidence of accuracy with students who exhibited lower levels of reasoning. Conversely, the constructed response task demonstrated higher levels of reasoning more consistently with decreased accuracy. Implications for assessment are discussed. [ABSTRACT FROM AUTHOR]

In this paper, the authors present preliminary findings on an exploratory study about the experiences of three in-service mathematics teachers who were participating in a mathematics professional development (PD). Because the authors believe that mathematics classrooms (and PDs) are racialized spaces that can leave room for teachers to position each other and themselves, the authors use Critical Race Theory and positioning theory as the theoretical frameworks to analyze an interaction among three teachers. The authors briefly describe the context of the PD, the backgrounds of the teachers, and the episode to be analyzed. Preliminary findings show how Wanda, a white woman, and Deirdre, a Black woman, position and reposition themselves and each other as more-experienced teacher and less-experienced student. Implications for future research will be discussed [ABSTRACT FROM AUTHOR]

Scholarship on equitable math teaching has demonstrated that knowledge of students is key. But how is the practice field using this knowledge in today’s educational context? This paper reports findings from a cross-case analysis on teachers’ use of knowledge of their students to advance mathematical learning. Four algebra teachers in grades 9 – 14 joined us on an inquiry process to understand their practice. The teachers worked in institutions with high representation of students from underserved subpopulations and demonstrated a stance on equity. A cross-case model is presented describing the central phenomena in the teachers’ use of knowledge of their students. Findings elucidate understanding of situated practice in support of equitable learning. [ABSTRACT FROM AUTHOR]

In this paper, we draw a distinction between two uses of inequalities, comparative and conditional inequalities, that emerged from our interactions with students. We highlight that despite reasoning quantitatively to make accurate statements with both types of inequalities, conventional notations for conditional inequalities were not sensible from the students’ perspective. We describe a third notation we introduced which the students were able to understand and use in later teaching episodes. [ABSTRACT FROM AUTHOR]

Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Systems of equations are an important topic in school mathematics. However, there is limited research examining productive ways of supporting students’ understandings of systems of equations. In this paper, we first present a conceptual analysis of potential ways students may leverage their quantitative and covariational reasoning to graph systems of relationships. We then describe results from a design experiment in which we examined the potential of supporting middle-grades students in reasoning in ways compatible with this conceptual analysis. We highlight two different ways of reasoning students engaged in as they compared the relative magnitudes of two quantities with respect to a third quantity and leveraged this reasoning to graphically represent two relationships on the same coordinate system. We draw implications from these results for the teaching and learning of systems of equations. [ABSTRACT FROM AUTHOR]

National data reveals that more than half of freshmen who declared STEM majors at the start of college left these fields before graduation. Our research suggests that students' difficulties with algebra cause significant problems in many first-year math courses. This paper presents our analysis of student challenges with algebra in calculus and the nature of their errors. [ABSTRACT FROM AUTHOR]

This paper presents strategies identified in Mexican rural school students in seeking structure on equivalence tasks that involve the equal sign and tasks that do not. The results arise from the pilot study of a research project on the structure of numbers and numerical operations - a key aspect of early algebraic thinking. [ABSTRACT FROM AUTHOR]

This paper uses multimodal discourse analysis to show that discursive form, in addition to words, gestures and sound dimensions of speech, is an important linguistic resource for expressing mathematical meaning. During a collaborative task, a student spoke an insight about an algebraic property five times over a few minutes, in slightly different ways. He consistently used repetition of grammar and words, a speech form known as poetic structure. These poetic structures were marked elaborately through discursive modes such as pause, intonation and gestures, suggesting that they form a meaning-making mode that is real to the speaker. [ABSTRACT FROM AUTHOR]

This paper discusses a pre-service secondary teacher's mental actions in the context of her partitioning activity and reasoning about amounts of change (i.e., coordinating the amounts of change of one quantity for changes of another) to structure dynamic situations. We illustrate ways of thinking that necessitated that she carried out partitioning activity, and thus had difficulty representing actions when reasoning with changes on graphs and situations. [ABSTRACT FROM AUTHOR]

Through a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how 3rd grade teachers implemented an early algebra intervention, and the extent to which the FOI related to student learning. The data for this report are taken from the first year of an experimental research project. Videotaped classroom observations, our primary measure of FOI, were coded by adding to and adapting the Mathematical Quality of Instruction (MQI) instrument, and student performance was measured by overall score (correctness) on an algebra assessment. Results revealed a significant positive relationship between teachers' implementation and their students' performance. [ABSTRACT FROM AUTHOR]

Research on learning trajectories in mathematics has grown considerably over the past decade. In this paper, we contribute to this body of research and present a curriculum-based hypothetical learning trajectory for middle school algebra. In doing so, we make the visible the process by which we developed this initial hypothetical learning trajectory, highlighting the considerations, decisions, and challenges we faced as part of this work. [ABSTRACT FROM AUTHOR]

Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Pattern generalizing is considered an important element in the development of children’s algebraic thinking–with particular importance for the development of the concepts of variable and function. The NCTM Standards 2000 recommend work with patterns within the algebra strand starting in kindergarten. We are engaged in constructing a research instrument for tracking algebraic thinking across the primary grades and have been conducting exploratory classroom research on the many components of algebraic thinking--in Kindergarten, Grades 3 and 6–since early 2003. In this paper, we report on our work on pattern generalizing with these students. [ABSTRACT FROM AUTHOR]

This paper presents the results of a research study which had as its main objective to investigate students’ difficulties working with geometric formulas before a formal training in algebraic ideas. This is the current practice in elementary schools. We describe and compare the responses of two groups of students, one at the elementary level (11-13 year olds) and the other at the secondary level (14-16 year olds) to a questionnaire designed for this purpose and to the interviews that followed. The analysis showed that the students lack the basic algebraic capabilities required to face the complexity of geometric formulas. Thus, there is a need to put forward approaches for the classroom, to smooth the transition from numerical ideas into geometry. [ABSTRACT FROM AUTHOR]

This paper builds on the cannon of literature on the concept of slope to introduce a framework for describing conceptions of slope. The framework will allow us to consider how slope is viewed and used. It also provides researchers a way to classify student understanding of slope and educators a guide to help design slope tasks. The framework brings together ideas from APOS theory with research on slope conceptualizations to describe how students may develop an understanding of slope. [ABSTRACT FROM AUTHOR]

This paper reports on a study of the instructional situation in high school Geometry that Hsu (2010) called Geometric Calculation in Algebra (GCA). In particular, we conducted a virtual breaching experiment in order to examine the extent to which high school teachers recognized breaches of two norms that we conjectured to describe geometry teachers' expectations of this work context. The results of our analysis of the data (using z-tests and mixed effect regression models) provide evidence that, in the situation of GCA, (1) teachers appear not to take issue with giving students tasks that require them to set-up and solve equations whose solutions have no geometric meaning (e.g., the length of a side of the figure is zero), and (2) teachers do not appear to expect students to document the geometric theorem or property that justify the setup of those equations (highlighting the contrast between the situation GCA and that of doing proofs). [ABSTRACT FROM AUTHOR]

This paper describes elementary pre-service teacher's models of connecting algebraic generalizations with a related contextual problem. After a pre-test, subjects engaged in model-eliciting activities by finding objects to represent a generalization of the form y=ax+b, and an accompanying survey sheet regarding the intervention (Doerr & Lesh, 2003). Results indicated refinement and expansion of models despite initial difficulty with authentic applications. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Students' solutions to the "student-professor problem" have provided a source for investigating students' algebraic mental models. This paper seeks to expand on previous investigations by approaching "student-professor type" situations from a new perspective. It uses ideas of equality and covariation while analyzing students' successful strategies to suggest new pedagogical strategies for helping students develop algebraic reasoning. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

In this paper, we describe a case study focused on the interplay between teacher listening and the use of representations while implementing a reform-oriented curriculum at the 5th grade level. We found that changes in a teacher's use of representations often coincided with student indications of uncertainty or misunderstanding and the teacher's attempt to listen to student thinking. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper presents the findings of a study that explores the viability of using students' act of anticipating as a means to characterize the way students think while solving problems involving algebraic inequalities and equations. Two types of anticipating acts were identified: predicting a result and foreseeing an action to be performed. These acts were characterized using Harel's framework, which involves the concepts of mental act, way of understanding, and way of thinking. Categories for characterizing acts of predicting and foreseeing were identified and developed based on thirteen 11th graders' responses to algebraic problems involving inequalities and equations. The quality of students' acts of predicting and foreseeing was found to be related to the quality of their interpretations of inequalities and equations. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper reports preliminary analyses comparing results on the state-administered 8th Grade and 9th Grade algebra Texas Assessment of Knowledge and Skills (TAKS) for a treatment and a control group. The treatment group consisted of 127 students from algebra classes taught by two relatively new teachers using a network-supported function-based algebra (NFBA) approach as integrated with the ongoing use of a school-wide algebra curriculum. The intervention at a highly diverse school in central Texas consisted of implementing 20-25 class periods worth of NFBA materials over an eleven-week period in the spring of 2005. The control group consisted of 99 students taught by two more-senior teachers in the same school using only the school-wide algebra curriculum. Because the students were not randomly assigned to the classes, the study is a quasi-experimental design. Using a two sample paired t-Test for means, statistically significant results for the treatment group (p-value one tail = 0.000335 > alpha = 0.05) were obtained. We can conclude the NFBA intervention was effective in improving outcomes related to learning the algebra objectives assessed on the 9th Grade TAKS. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]

This study was designed to examine the use of mistakes to promote students' performance in undergraduate Algebra classes by developing a growth mindset. Participants were seventy-four students from three Algebra classes and received one of the three interventions along with regular instruction: (a) growth mindset feedback on mistakes (growth-feedback, n=27), (b) regular feedback on mistakes (feedback-only, n=23), and (c) watching video presentation (control, n=24). Participants from the growth-feedback and the feedback-only groups performed significantly better than the control group in the exams conducted after the intervention. Also, the growth-feedback participants outperformed the other two classes. Findings highlight the importance of valuing mistakes, providing feedback and fostering a growth mindset in developing students' math skills and promoting their academic achievement. [ABSTRACT FROM AUTHOR]

The study discussed here aims to describe students' understandings of the definition of a mathematical function, which was achieved through a pilot case study of clinical interviews with four participants - two ninth graders and two twelfth graders. The participants were recruited from the same urban public high school in the northeast of the United States, which serves a diverse racial, ethnic, and cultural community. All four participants were selected by their mathematics teachers because of their high grades and skill level. The participants were interviewed individually about questions pertaining to the definition of a mathematical function. Analyses of the interview responses revealed that the twelfth graders understand the definition of a mathematical function differently than do ninth graders. [ABSTRACT FROM AUTHOR]

We investigate teacher beliefs about discourses for equation solving and the challenges these beliefs might pose for the implementation of instructional practices that promote deductive reasoning in algebra. To uncover these beliefs, we recorded three video explanations of solutions to the same linear equation with distinct discursive characteristics and analyzed seven secondary mathematics teachers' small-group critical discussions of these explanations. Three prevalent themes surfaced in our thematic analysis. Teacher beliefs about discourse for equation solving specified different roles and potential benefits of deductive explanations, estimated students' capacity to understand deductive explanations, and hypothesized differences between teachers' and students' potential to understand deductive reasoning. We discuss implications of these beliefs for opportunities to engage all learners in conceptual thinking about equations. [ABSTRACT FROM AUTHOR]

Is it possible to identify instructional practices that have an impact on student learning in mathematics? The study described here is part of ongoing efforts to understand and characterize effective instruction. We drew on the work of several recently developed frameworks for understanding teaching effectiveness to develop a protocol for studying effective instruction that both coordinates and extends existing research in the context of early algebra. Using a largescale study, we characterized effective instruction in this context and documented the impact of such instruction on students' performance using both qualitative and quantitative analyses. Findings suggest that teachers' abilities to take up curriculum openings are important aspects of teaching. Furthermore, the manner with which teachers react to these moments strongly correlates with gains in student performance. [ABSTRACT FROM AUTHOR]

Here we investigate how college students may conceptualize symbolic algebraic properties. This work uses the theory of Grundvorstellungen (GVs) to analyze how learners' conceptions may or may not align with some desired goals of instruction. Through the analysis of interviews with students across a variety of courses, we describe several categories of conceptions, or descriptive GVs, that emerged in the data. We expect these categorizations to be a helpful first step in understanding learners' thinking and improving instruction on algebraic properties. [ABSTRACT FROM AUTHOR]

Student focusing and noticing, which drive reasoning, are important but under researched aspects of student learning. Quadratic functions representations are perceptually and conceptually complex and thus, offer much for students to focus on and notice. Our study compared a teacher's goals for student focusing and noticing during quadratic functions instruction with what students actually focused on and noticed. Qualitative analysis revealed some alignment but also informative ways that the teacher's goals and student outcomes for focusing and noticing were misaligned. These results will further the field's understanding of how students learn about quadratic functions and may have implications for student focusing and noticing of other mathematics topics as well. [ABSTRACT FROM AUTHOR]

This paper reports on a teaching study in a second grade classroom, in which functional relationship was explored through an investigation of growing patterns by explicitly integrating visual/spatial and numeric representations of pattern to promote algebraic thinking. Findings focus on three aspects of generalization: integration of representations, translation and application across representations, and generalization as also the abstraction of abstractions. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

A group of 27 preservice teachers (PSMTs) from two different institutions ranked and provided a rationale for their rankings of three versions of a task presented on three different technology platforms (CODAP, Geogebra, spreadsheet). The PSMTs then worked through the tasks in detail, reranked the tasks and provided a rationale for why they either changed or maintained their ranking. More than half the PSMTs changed their ranking and almost half changed their first choice of task. Rationales for change showed increased attention to the mathematical content of the task and the possibilities for "math action technologies" (Dick and Hollebrands, 2011) available in each platform. [ABSTRACT FROM AUTHOR]

Worked examples are an effective form of instructional support. As online tools are increasingly used for instruction, designers should optimize how worked examples are presented to support students. We present a small exploratory study on 92 algebra students who rated and evaluated formats of worked examples on equation-solving as part of a larger experiment. We found that students' ratings of the worked examples aligned with their posttest scores. Further, across conditions, explanations of students' ratings revealed themes of worked example speed, equation-solving process, and content review. These findings provide considerations for researchers and teachers creating worked examples for online algebra learning environments. [ABSTRACT FROM AUTHOR]

In this study, the authors integrate the cognitive theories into the Geometers Sketchpad computer software to design five visual dynamic activities for learning the concept of linear functions. Users can record, collect and tabulate the crucial numerical data manually or automatically. The users are expected to generate the algebraic relationship of two variables via repeated experiment and observation. [ABSTRACT FROM AUTHOR]

Algebra has been called ‘the study of the 24th letter of the alphabet’ (Mason et. al., 1985). Although this characterization is somewhat facetious, it underscores the importance of developing a meaningful conception of variable if one wishes to successfully represent and solve problems algebraically. In investigating students’ developing conceptions of algebra, the Supporting the Transition from Arithmetic to Algebraic Reasoning (STAAR) Project at the University of Wisconsin-Madison is developing a framework to describe and understand students’ conceptions of variable. In an iterative manner, this framework is both being informed by and is informing the analysis of data generated in the first years of a three-year longitudinal study of middle-school students’ developing conceptions of algebra. Several mathematics educators (e.g. Ernest, 2002) have called for using semiotic tools to ‘conceptualize the teaching and learning of mathematics’ and we have taken this important step in the construction of our framework. Although the framework incorporates psychological and experiential components developed by others, it makes a unique contribution to the analysis of variable by presenting these components in a unifying backdrop of semiotics and incorporating the idea of representational fluency. [ABSTRACT FROM AUTHOR]

Recently, it has reappeared the interest in researching children potential to start learning algebra at early ages. In some of these early algebra studies, it has been explored the possibility of teaching algebra to young students (7-8 year olds) through problem solving activities that allow to elicit the algebraic nature of the arithmetic knowledge (Carraher et al, 1999 and 2000). Other approaches emphasize the role of young children´s drawings and representations in word problem solving processes as a basis to develop algebraic ideas(Dougherty and Zolliox, 2003). Smith and Davis (2001) point out that the history of algebra can be used as a source of information about the possible difficulties that young pupils can encounter when they are introduced to the algebraic thinking. L. Lee stresses the idea of taking into account the relevant aspects of different ways of teaching algebra (as a language, as a way of thinking, as a tool, as generalized arithmetic) in order to foster a significant learning of algebra (Lee, 2001). In all the cases, it has been reported that it is feasible to introduce young students to the algebra realm, either using algebra symbolism or through other sorts of representations. The main purpose of the study we report here is to investigate the possibility of introducing elementary school students to fundamental algebraic ideas through the use of representation systems such as Cartesian graphs and numerical tables, generated by a learning mediational tool that includes a motion phenomena simulation environment. [ABSTRACT FROM AUTHOR]

This study is a qualitative case study focusing on the question ‘What are the processes of learning in a Computer Algebra System (CAS) environment for college students learning calculus?’ The study is designed to research the impact on student learning of a new software available for mathematics education. The research aims to provide insight into the nature of learning in a technology-rich environment. [ABSTRACT FROM AUTHOR]

Five high school mathematics teachers from an urban, ethnically and socio-economically diverse community participated in a professional development activity aimed at influencing deep-seated and widespread misconceptions about students’ development of algebraic reasoning. As has been found among prior cohorts, participants exhibited a symbol precedence view of algebra development, predicting students would solve equations more readily than matched word equations and story problems. Following this belief-elicitation activity, participants engaged in an activity focused on analyses of students’ solutions that included common symbolic errors and the contrasting strengths of informal methods that more frequently occur with verbally presented problems. Evidence of pronounced teacher change one month after the professional development suggests that this approach holds promise for future professional development programs. [ABSTRACT FROM AUTHOR]

This paper examines cognitive structures activated as learners re-present verbal problem statements as algebraic experiences. Symbolization is viewed as a dynamic interaction among three knowledge structures. Capacity to write equations is related to the congruence among these structures. Participants' responses are analyzed to uncover the nature of the activated knowledge. The results provide insight into learners' cognitive structures and activity. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Flipped instruction, where videos are assigned for students to watch as homework in lieu of problem sets, has been implemented by an increasing number of mathematics teachers. Their reasons for flipping range from a desire to have less time spent in class on lectures and more time on collaboration (and greater engagement) to a hope that videos increase completion rates for homework compared to problem sets. This study examines the extent to which those reasons for flipping instruction are reflected in observation data from 22 flipped and 25 non-flipped Algebra 1 classes. Flipped classes were found to have less lecture time in class but the increased student work time was not necessarily collaborative. During student work time engagement levels were higher in flipped classes than non-flipped classes but the reverse was true during whole-class discourse. Homework completion rates were not significantly different. [ABSTRACT FROM AUTHOR]

Parameters are not explicitly mentioned in textbooks from elementary school to higher education to solve Systems of Linear Equations (SEL) with infinite solutions, these almost always present methods to solve square systems with unique and numerical solutions, although later the parameters appear and are addressed in the undergraduate level but are introduced in an ambiguous manner which makes it difficult to understand its nature, its potentiality and proper use. [ABSTRACT FROM AUTHOR]

A powerful aspect of using neo-Piagetian frames to examine students' construction and coordination of units is their potential to apply across mathematical domains. This working group aims to facilitate collaborations between scholars of algebraic and covariational reasoning, with the particular aim of extending research on units coordination and construction across these contexts. An ultimate goal of this working group will be to develop a Special Issue. [ABSTRACT FROM AUTHOR]