Chapter 3: Mathematical Argument in a Second Grade Class: Generating and Justifying Generalized Statements About Odd and Even Numbers

The notion that mathematics is for the select few is on the decline. The current push for mathematics to be accessible to all people requires the examination of, and a change in, how we teach our mathematics courses. “Algebra for All,” a catch phrase similar to “Success for All,” needs to be examined by teachers, researchers, policy makers, and the general public.

The National Council of Teachers of Mathematics’ (NCTM) Principles and Standards for School Mathematics (2000) calls for “… a common foundation of mathematics to be learned by all students” (p. 5). One piece of that common foundation is algebra. Historically, algebra has been a filter that discourages or stops further study of mathematics for some people. In short, algebra has been and often continues to be the gatekeeper to higher mathematics courses and opportunities (Chambers, 1994; Chappell, 1997; Chazan, 1994; Kaput, 2000; Strong & Cobb, 2000). Chappell (1997) contends “Preparing students to enter the gate to algebraic thinking contributes to minimizing the differences in mathematics-course participation and achievement that have long existed between males and females and different racial and ethnic groups. To close these gaps in achievement, we need to open the gate to algebraic thinking in elementary schools” (p. 267).