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Editors contains: "Jhagroo, J"

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  1. ; (, International Group for the Psychology of Mathematics Education.)
    Evans, T; Marmur, O; Hunter, J; Leach, G; Jhagroo, J (Ed.)
    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, 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