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Mathematics Education

• Children’s algebraic thinking
• Building classroom practice to foster algebraic inquiry
• Learning progressions in children’s mathematical thinking

Maria Blanton is a Senior Scientist at ÆßÉ«ÊÓƵ in Cambridge, MA. Her primary research interests include teaching and learning algebra in the elementary grades. Her expertise has led to numerousÌýfederally-funded research projects andÌýnational and international presentations and publications (in, e.g.,ÌýJournal for Research in Mathematics Education,ÌýMathematical Thinking and Learning, American Educational Research Journal, Educational Studies in Mathematics,ÌýTeaching Children Mathematics). She is co-editor of the research volumesÌýAlgebra in the Early GradesÌý(2008, Taylor/Francis) andÌýTeaching and Learning Proof Across the GradesÌý(2009, Routledge), author ofÌýAlgebra and the Elementary Classroom: Transforming Thinking, Transforming PracticeÌý(2008, Heinemann), and co-author ofÌýDeveloping Essential Understanding of Algebraic Thinking for Teaching Mathematics in Grades 3–5Ìý(2011, NCTM) andÌýTeaching with Mathematical Argument: Strategies for Supporting Everyday InstructionÌý(2018, Heinemann). She is also co-author of the Grades K–5 early algebra curriculum, LEAP: Learning through an Early Algebra Progression (Didax, 2020). She hasÌýserved as Chair of the Editorial Panel for the Journal for Research in Mathematics Education and ChairÌýof the Special Interest Group for Research in Mathematics Education (SIG-RME) of AERA. Dr. Blanton is currently PI of US DoE and NSF-funded projects investigating Grades K-5 children’s understanding of algebraic thinkingÌýand the impacts of sustained early algebra education on children’s algebra-readiness. She is the recipient of the 2020 International Award for Interdisciplinary Excellence in Mathematics Education, Texas A&M University for her research in children’s early algebraic thinking.

• Ph.D., Mathematics Education, (Minor, Mathematics), North Carolina State University, 1998
• M.A., Mathematics, University of North Carolina – Wilmington, 1991
• B.A., Mathematics, Secondary Certification, University of North Carolina – Wilmington, 1989

Stylianou, D., Lee, B., Ristroph, I., Knuth, E., Blanton, M., Stephens, A., & Gardiner, A. (2024). Semiotic mediation of gestures in the teaching of early algebra: the case of the equal sign.ÌýEducational Studies in Mathematics.Ìý

Blanton, M., Gardiner, A., Ristroph, I., Stephens, A., Stroud, R., & Knuth, E. (2024). Progressions in young learners’ understandings of parity arguments.ÌýMathematical Thinking and Learning, 26(1), 90–121.Ìý

Blanton, M., Isler, I., Stroud, R., Stephens, A., Knuth, E., & Gardiner, A. (2019). Growth in children’s understanding of generalizing and representing mathematical structure and relationships.ÌýEducational Studies in MathematicsÌý102(2), 193–219, DOI:10.1007/s10649-019-09894-7

Blanton, M., Stroud, R., Stephens, A., Gardiner, A., Stylianou, D., Knuth, E., Isler-Baykal, I., Strachota, S. (2019). Does Early algebra matter?: The effectiveness of an early algebra intervention in grades 3–5.ÌýAmerican Educational Research Journal.Ìý.