Project LEAP: Learning through an Early Algebra Progression

Despina Stylianou, CCNY-PI," rel="nofollow">

The central hypothesis guiding this project is that children who have rich, sustained algebra experiences during elementary school are better prepared for algebra in middle school than children who have only arithmetic-based experiences during elementary school. To that end, in this project we use experimental research to test the effectiveness of a comprehensive, longitudinal early algebra intervention using the model and tools developed as part of our earlier work.  

Funding: Institute of Educational Sciences (IES)