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  1. ; ; ; ; (, Proceedings of the ninth annual Indiana STEM Education Conference. Purdue University: Purdue e-Pubs. https://docs.lib.purdue.edu/instemed/2024/briefs/4)
    Walker, WS; Bryan, LA; Guzey, E (Ed.)
    Thinking With Algebra (TWA) is a National Science Foundation Project (DUE 2021414) to develop a post-secondary curriculum for intermediate algebra. TWA focuses on six elements that align with building algebraic fluency with conceptual understanding, a mixed review approach, small-group work, and whole-class discussion (Feikes, et al., 2021). Using an equity lens (Oppland-Cordell et al., 2024), TWA is designed for students, including underrepresented students, who need additional mathematical supports at the college level. Seventeen college math instructors attended a workshop on the lessons and pedagogy in order to use TWA in their college courses. Feedback from instructors participating in the TWA first-year faculty workshop indicated that the curriculum was used in many different ways to help prepare students for college algebra and other STEM courses. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; (, Proceedings of the ninth annual Indiana STEM Education Conference. Purdue University: Purdue e-Pubs. https://docs.lib.purdue.edu/instemed/2024/briefs/4)
    Walker, WS; Bryan, L A; Guzey, SS (Ed.)
    The Thinking With Algebra (TWA) curriculum, a National Science Foundation Project (DUE 2021414), applies a sociopolitical equity framework (Gutiérrez, 2012) to strengthen student participants’ mathematics achievement outcomes and mathematics identity development. Instructor and student data indicate improvements in these two dimensions. This project also expands knowledge about creating equitable math learning environments that support underrepresented students’ mathematical success. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; (, Proceedings of the Seventh Annual Indiana STEM Education Conference)
    Walker, WS; Bryan; LA; Guzey; SS; Suazo-Flores, E (Ed.)
    Algebra readiness and algebraic structure have been core ideas in our curriculum development work to help students develop conceptual understandings of algebra. This research brief uses Kaput’s (2008) definition of algebra to describe algebra readiness and algebraic structure, as they relate to thinking about algebra and thinking with algebra. 
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    Accepted Manuscript Full Text Available