Results from the 6th grade written assessment show a significantly higher performance for the intervention group, where students were particularly stronger in items involving algebra notation to represent and solve verbal problems.

Brizuela, B. M., Martinez, M. V., & Cayton, G. A. (in preparation). A longitudinal analysis of children’s understanding of algebraic tools and representations in grades 3-8.

*Some of the publications on results of the intervention in grades 3 to 5 are:*

Brizuela, B. M., Martinez, M. V., & Cayton, G. A. (submitted). The impact of Early Algebra: Results from a longitudinal intervention.

Brizuela, B. M., & Earnest, D. (2008). Multiple notational systems and algebraic understandings: The case of the "best deal" problem. In J. Kaput, D. Carraher, & M. Blanton (Eds.), *Algebra in the Early Grades* (pp. 273-301). Mahwah, NJ: Lawrence Erlbaum and Associates.

Brizuela, B. M., & Schliemann, A.S. (2008). Alumnos de diez años de edad resolviendo ecuaciones lineales. *Enseñar Matematica: Nivel Inicial y Primario*, vol. 5, 7-24.

Carraher, D.W., Martinez, M., & Schliemann, A.D. (2008). Early algebra and mathematical generalization. *ZDM – The International Journal on Mathematics Education* (formerly *Zentralblatt fur Didaktik der Mathematik*), 40(1), 3-22.

Carraher, D. W., & Schliemann, A. D. (2007). Early Algebra and Algebraic Reasoning. In F. Lester (Ed.), *Handbook of Research in Mathematics Education*. Greenwich, CT: Information Age Publishing, pp. 669-705.

Carraher, D.W., Schliemann, A.D., & Schwartz, J. (2008). Early algebra is not the same as algebra early. In J. Kaput. D. Carraher, & M. Blanton (Eds.), *Algebra in the Early Grades*. Mahwah, NJ, Erlbaum, pp. 235-272.

Schliemann, A.D., Carraher, D.W., & Brizuela, B. (2007). *Bringing Out the Algebraic Character of Arithmetic: From Children’s Ideas to Classroom Practice*. Lawrence Erlbaum Associates.

The project's website contains lesson plans and publications produced by the research team.