Accessing Early Algebra

My primary research focuses on how students with mathematics learning differences develop understandings of equivalence, variable, and functions. The three manuscripts included in my three-article dissertation will be submitted to the Journal of the Learning Sciences, Mathematical Teaching and Learning, and Remedial and Special Education.

Publications:

Keels, K.(In preparation). Understanding equivalence: Early algebra instruction for a fifth grader with a mathematics disability.

Keels, K.(In preparation). Resolving disagreements in early algebra discussions during tier 2 small-group instruction.

Keels, K.(In preparation). Shifts in early algebra understandings for students with mathematics learning differences.

Presentations: 

Keels, K. (Submitted). Understanding equivalence: Early algebra instruction for a student with a mathematics disability. Paper submitted for presentation at the annual meeting of the American Education Research Association, Ontario, Canada.

Keels, K. (Submitted). Engaging in Early Algebra Discussions during Tier 2 Small-group Instruction. Paper submitted for presentation at the annual meeting of the Research Council on Mathematics Learning, Charlotte, NC.

Keels, K. (2019, February).Responding to early algebra instruction: The case of Isaac. Poster presented at the Learning Disability Association of America conference, Fort Worth, TX.

Keels, K. (2018, January). A pathway to algebra. Presented at the annual Doctoral Student Recruitment Weekend for the College of Education.

Keels, K. (2018, January). Developing early algebra understandings in students with mathematics learning difficulties. Paper presented at the annual Doctoral Student Recruitment Weekend for the College of Education.

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