A few weeks ago, Caroline and Sangmi presented their poster about developmental differences in fraction knowledge across timed and untimed contexts at the Society for Research in Child Development Biennial conference in Minneapolis.

In April, Sophie and Sofia presented their project about equal sign understanding at the Undergraduate Research Symposium. Their study considered the impact of 7th through 9th -grade students' dual interpretation of the equal sign on students' algebra performance.

On April 25, Xiaoran presented her poster at the Undergraduate Research Symposium. They investigated the relationship between two different types of visual models for fractions- area models and number lines.

Last week, Maddie, Catherine, and Isabel presented at the Undergraduate Research Symposium. Their independent project focused on strategy use and performance on different fraction tasks.

Tomorrow, three groups of FracAlg undergraduate research assistants will be presenting at UW’s Undergraduate Research Symposium. Stay tuned for more information on their specific projects in the coming weeks!

Math is all around us! Click on this link and take a look at these great images from the Multiplicity Lab. What do you notice? What do you wonder? Let us know in the comments what you noticed! multiplicitylab.northwestern.edu/project_cate...

Check out this series of short videos from Notre Dame’s CLAD Lab to learn more about how to promote a relational understanding of the equal sign in young children: iei.nd.edu/cladlab-icue...

Check out this great resource from the DREME team at Stanford University to learn more: prek-math-te.stanford.edu/patterns-alg...

Welcome to the Fractions & Algebra Project! We are a team of psychologists, educational psychologists, and math educators from UW–Madison and UW–Eau Claire investigating the relationship between fractions and algebra knowledge in 7th–9th grade students. Check out our website to learn more!