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Creators/Authors contains: "Brizuela, B M"

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  1. ; ; ; ; (, Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025)
    Rajala, A; Cortez, A; Hofmann, H; Jornet, A; Lotz-Sisitka, H; Markauskaite, L (Ed.)
    This study investigated the seeds of algebraic thinking that Kindergarten students use when engaging with function tables and graphs. Through interviews with three Kindergarteners, we explored how they reasoned about functional relationships. Our results illustrate how the Kindergarteners used seeds of algebraic thinking when using function tables and graphs to represent and reason about functional relationships. Building on the seeds of algebraic thinking and Knowledge in Pieces frameworks, we categorized these seeds as either strategies (classify, pair, and compare) or ideas (seeds of covariation). Strategy seeds were goal-oriented, and seeds of covariation were elicited without any goal and reflected a broader understanding of change between quantities. 
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    Free, publicly-accessible full text available June 30, 2026
  2. ; ; ; ; ; (, Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14))
    This study consisted of Grades 1 and 2 (ages 6-8) classroom teaching experiments (CTE) with a lesson sequence focused on graphical representations of algebraic relationships. We interviewed students before, during, and after the CTE. Here we report on the progression of one Grade 2 (age 7) student’s thinking across the CTE. Prior to the CTE, the student had not previously interacted with representations of algebraic relationships. By the end of the CTE, the student was able to generalize about the functional relationships using graphs. This study illustrates how a learning trajectory modeling students’ understandings of function graphs can be used to characterize one children’s learning and provides evidence that young students are able to reason with function graphs. 
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    Free, publicly-accessible full text available February 13, 2026