51短视频

Mathematics Education

• Children’s algebraic thinking
• Building classroom practice to foster algebraic inquiry
• Learning progressions in children鈥檚 mathematical thinking

Maria Blanton is a Senior Scientist at TERC in Cambridge, MA. Her primary research interests include teaching and learning algebra in the elementary grades. Her expertise has led to numerous听federally-funded research projects and听national and international presentations and publications (in, e.g.,听Journal for Research in Mathematics Education,听Mathematical Thinking and Learning, American Educational Research Journal, Educational Studies in Mathematics,听Teaching Children Mathematics). She is co-editor of the research volumes听Algebra in the Early Grades听(2008, Taylor/Francis) and听Teaching and Learning Proof Across the Grades听(2009, Routledge), author of听Algebra and the Elementary Classroom: Transforming Thinking, Transforming Practice听(2008, Heinemann), and co-author of听Developing Essential Understanding of Algebraic Thinking for Teaching Mathematics in Grades 3鈥�5听(2011, NCTM) and听Teaching with Mathematical Argument: Strategies for Supporting Everyday Instruction听(2018, Heinemann). She is also co-author of the Grades K鈥�5 early algebra curriculum, LEAP: Learning through an Early Algebra Progression (Didax, 2020). She has听served as Chair of the Editorial Panel for the Journal for Research in Mathematics Education and Chair听of the Special Interest Group for Research in Mathematics Education (SIG-RME) of AERA. Dr. Blanton is currently PI of US DoE and NSF-funded projects investigating Grades K-5 children鈥檚 understanding of algebraic thinking听and the impacts of sustained early algebra education on children鈥檚 algebra-readiness. She is the recipient of the 2020 International Award for Interdisciplinary Excellence in Mathematics Education, Texas A&M University for her research in children鈥檚 early algebraic thinking.

• Ph.D., Mathematics Education, (Minor, Mathematics), North Carolina State University, 1998
• M.A., Mathematics, University of North Carolina – Wilmington, 1991
• B.A., Mathematics, Secondary Certification, University of North Carolina – Wilmington, 1989

Stylianou, D., Lee, B., Ristroph, I., Knuth, E., Blanton, M., Stephens, A., & Gardiner, A. (2024). Semiotic mediation of gestures in the teaching of early algebra: the case of the equal sign.听Educational Studies in Mathematics.听

Blanton, M., Gardiner, A., Ristroph, I., Stephens, A., Stroud, R., & Knuth, E. (2024). Progressions in young learners鈥� understandings of parity arguments.听Mathematical Thinking and Learning, 26(1), 90鈥�121.听

Blanton, M., Isler, I., Stroud, R., Stephens, A., Knuth, E., & Gardiner, A. (2019). Growth in children鈥檚 understanding of generalizing and representing mathematical structure and relationships.听Educational Studies in Mathematics听102(2), 193鈥�219, DOI:10.1007/s10649-019-09894-7

Blanton, M., Stroud, R., Stephens, A., Gardiner, A., Stylianou, D., Knuth, E., Isler-Baykal, I., Strachota, S. (2019). Does Early algebra matter?: The effectiveness of an early algebra intervention in grades 3鈥�5.听American Educational Research Journal.听.