Teacher Actions to Facilitate Early Algebraic Reasoning

In recent years there has been an increased emphasis on integrating the teaching of arithmetic and algebra in primary school classrooms. This requires teachers to develop links between arithmetic and algebra and use pedagogical actions that facilitate algebraic reasoning. Drawing on findings from a classroom-based study, this paper provides an exemplar of one teacher's journey in shifting her practice to integrate early algebra into her everyday mathematics lessons. The findings highlight the importance of addressing different areas including algebraic content, task development and enactment, and the classroom and mathematical practices to facilitate algebraic reasoning.