Many policy makers and researchers believe that early algebra has the potential to make mathematics substantially deeper and more challenging for young students while narrowing the performance gap between ethnic groups. The study proposed here grows out of a strand of research investigating algebra development with young minority and low SES students. The goals of this research are to clarify (a) how early algebra relates to issues of long term mathematical learning and development; (b) how thinking about contexts contributes to or hinders mathematical learning; and (c) how critical conventional representational systems such as algebraic-symbolic notation contribute to how students reason mathematically. The work will be supported by a mixed methodology suitable to addressing the questions as posed.
