Maria Blanton
Biographic Data
| ID | 4863616 |
|---|---|
| NAME | Maria Blanton |
| GIVEN NAMES | Maria |
| FAMILY NAME | Blanton |
| SIGNATURE | BLANTON M |
| AFFILIATIONS | TERC |
| ORCID | 0000-0003-0895-8478 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From Mathematical Micro- to Macro-identities
This paper aims to better understand how students’ moment-to-moment micro-identities thicken into macro-identities, focusing specifically on one student, Tia, as a mathematical authority. Our analysis involved identifying the ideas that students proposed, how they were responded to, and the mathematical micro-identities (Wood, 2013) at play during these interactions. Findings (1) reveal the relationship between how this teacher-researcher and her…
Kindergarten and First-Grade Students’ Understandings of Arithmetic Properties Across Different Kinds of Problems
First Graders’ Definitions, Generalizations, and Justifications of Even and Odd Numbers
Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5
A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction. Using a three-level longitudinal piecewise …
Using classroom discourse to understand a prospective mathematics teacher's developing practice
Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5
A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction. Using a three-level longitudinal piecewise …
Using classroom discourse to understand a prospective mathematics teacher's developing practice
Using classroom discourse to understand a prospective mathematics teacher's developing practice
Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5
A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction. Using a three-level longitudinal piecewise …
First Graders’ Definitions, Generalizations, and Justifications of Even and Odd Numbers
Kindergarten and First-Grade Students’ Understandings of Arithmetic Properties Across Different Kinds of Problems
From Mathematical Micro- to Macro-identities
This paper aims to better understand how students’ moment-to-moment micro-identities thicken into macro-identities, focusing specifically on one student, Tia, as a mathematical authority. Our analysis involved identifying the ideas that students proposed, how they were responded to, and the mathematical micro-identities (Wood, 2013) at play during these interactions. Findings (1) reveal the relationship between how this teacher-researcher and her…
Cognitive and developmental aspects of mathematical skills (4 works) · Mathematics education (4 works) · Mathematics Education and Teaching Techniques (4 works) · Mathematics (3 works) · Psychology (3 works) · Computer Science (2 works) · Pedagogy (2 works) · Statistics (2 works) · Algebra over a field (1 work) · Argument (complex analysis (1 work)