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Creators/Authors contains: "Strachota, S"

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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
  3. ; ; ; ; ; (, PME)
    Evans, T; Marmur, O; Hunter, J; Leach, G; Jhagroo, J (Ed.)
    This case study of one first grade student involves the analysis of three interviews that took place before, during, and after classroom teaching experiments (CTEs). The CTEs were designed to engage children in representing algebraic concepts using graphs. Using a knowledge-in-pieces perspective, our analysis focused on identifying students’ natural intuitions and ways of thinking algebraically about a functional relationship represented using graphs. Findings reveal four seeds, two of which were identified in prior studies, and how the activation and coordination of these seeds results in students' production of function graphs. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; (, Inženernotehničeskoe obespečenie APK)
    Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E (Ed.)
    This study involved a 7-lesson generalized arithmetic classroom teaching experiment (CTE) with kindergarten students. We interviewed four students individually before and after the seven weeks to explore their understandings and representations of arithmetic properties. Here, we report on students' responses to questions on the additive inverse property. Using Skemp’s framework of relational and instrumental understandings (2006), our analysis revealed that most of the interviewed kindergarteners could understand the additive inverse relationally by the end of the CTE. Our interviews revealed that tables and number lines enabled students to articulate more sophisticated understandings of the additive inverse. 
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    Accepted Manuscript Full Text Available
  5. ; ; (, International Congress on Mathematics Education Conference Proceedings)
    Accepted Manuscript Full Text Available