Susanne Strachota
Biographic Data
| ID | 5182262 |
|---|---|
| NAME | Susanne Strachota |
| GIVEN NAMES | Susanne |
| FAMILY NAME | Strachota |
| SIGNATURE | STRACHOTA S |
| AFFILIATIONS | Tufts University |
| ORCID | 0000-0003-2085-3070 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
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…
First Graders’ Definitions, Generalizations, and Justifications of Even and Odd Numbers
Generalizing in the context of an early algebra intervention (La generalización en el contexto de una intervención algebraica temprana)
This study aims to understand the instructional interactions that foster students’ generalizing. By analysing video-recorded lessons from 13 different Grade 3 classrooms in which an early algebra intervention was implemented, activities related to generalizing and students’ generalizing activities were identified, and the nature of the relationships between these activities were explored. Namely, I consider the activities that potentially encoura…
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 …
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 …
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 …
Generalizing in the context of an early algebra intervention (La generalización en el contexto de una intervención algebraica temprana)
This study aims to understand the instructional interactions that foster students’ generalizing. By analysing video-recorded lessons from 13 different Grade 3 classrooms in which an early algebra intervention was implemented, activities related to generalizing and students’ generalizing activities were identified, and the nature of the relationships between these activities were explored. Namely, I consider the activities that potentially encoura…
First Graders’ Definitions, Generalizations, and Justifications of Even and Odd Numbers
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…
Mathematics Education and Teaching Techniques (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Mathematics (3 works) · Mathematics education (3 works) · Algebra over a field (2 works) · Psychology (2 works) · Pure mathematics (2 works) · Statistics (2 works) · Argument (complex analysis (1 work) · Biology (1 work)