Litteratur

Adolfsson Boman, M., Eriksson, I., Hverven, M., Jansson, A., & Tambour, T. (2013). Att introducera likhetstecken i ett algebraiskt sammanhang för elever i årskurs 1. Forskning om undervisning och lärande, (10), 29-49. https://forskul.se/ffiles/006F5514/FUL10_Algebra.pdf

Blanton, M., Stephens, A., Knuth, E., Murphey Gardiner, A., Isler, I., & Kim, J.-S. (2015). The development of children’s algebraic thinking: The impact of a comparative early algebra intervention in third grade. Journal for Research in Mathematics Education, 46(1), 39-87.

Carpenter, T.P., Franke, M.L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic & algebra in elementary school. Portsmouth, NH: Heinemann.

Carraher, D.W., & Schliemann, A. (2018). Cultivating early algebraic thinking. In C. Kieran (Ed.), Teaching and learning algebraic thinking with 5-to-12-year-olds. ICME-13 monographs (pp. 107-138). Cham: Springer.

Hemmi, K., Bråting, K., & Lepik, M. (2020). Curricular approaches to algebra in Estonia, Finland and Sweden–a comparative study. Mathematical Thinking and Learning, 1-23. https://www.tandfonline.com/doi/full/10.1080/10986065.2020.1740857

Hemmi, K., Lepik, M., Madej1, L., Bråting, K., & Smedlund, J. (2019). Introduction to early algebra in Estonia, Finland and Sweden – some distinctive features identified in textbooks for Grades 1-3. In Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.). (2019). Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6 – 10, 2019), (pp. 2039 – 2016). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME11_Proceedings_2019.pdf

Kieran, C. (Ed.). (2018). Teaching and learning algebraic thinking with 5- to 12-year-olds. ICME-13 monographs. Cham: Springer.

Kieran, C., Pang, J., Schifter, D., & Ng., S.F. (2016). Early algebra. Research into its nature, its learning, its teaching. ICME-13, Topical Surveys. SpringerOpen. Lagrange, J-B. (2012). A functional perspective on the teaching of algebra: Current challenges and the contribution of technology. International Journal for Technology in Mathematics Education, 21(1), 3-10.

Mason, J. (2018). How early is too early for thinking algebraically? In C. Kieran (Ed.), Teaching and learning algebraic thinking with 5- to 12-year-olds (pp. 329-350). Cham: Springer.

Prediger, S. (2010). How to develop mathematics for teaching and for understanding: the case of meanings of the equal sign. Journal for Mathematics Teacher Education, 13(1), 73-93.

Radford, L. (2018). The emergence of symbolic algebraic thinking in primary school. In C. Kieran (Ed.), Teaching and learning algebraic thinking with 5- to 12-year-olds: The global evolution of an emerging field of research and practice (pp. 1-23). New York: Springer.

Schifter, D. (2018). Early algebra as analysis of structure. A focus on structure. In C. Kieran (Ed.), Teaching and learning algebraic thinking with 5- to 12-year-olds (pp. 309-327). Cham: Springer.

Schmittau, J. (2004). Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy. European Journal of Psychology of Education, 19(1), 19-43.

Zinchenko, V.P. (2011). For the eightieth anniversary of the birthday of V.V. Davydov (1930-1998). The Experience of Thinking About Thinking. Journal of Russian & East European Psychology, 49(6), 18-44.