Early Algebra Team

Ph.D. in Psychology, University of London

Professor of Education, Tufts University

Co-Principal Investigator

Phone: 617.627.2396

Email: Aschliem@tufts.edu

Analúcia D. Schliemann is Professor of Education at Tufts University Department of Education. She studied in Brazil (Licence in Education, UFPE), France (Maîtrise in Psychology, University of Paris), and England, (PhD. in Developmental Psychology, University College London), and was a Fulbright Scholar at LRDC-University of Pittsburgh. In Brazil, she worked for 20 years at the Federal University of Pernambuco. Her well-known work on everyday mathematics has been published in English, Portuguese, Spanish, and Japanese. Some of her studies appear in the book "Street Mathematics and School Mathematics", in co-authorship with T. Nunes and D. Carraher (New York: Cambridge University Press, 1993). At Tufts, she develops NSF sponsored research on children's early algebraic reasoning and on classroom activities designed to explore the algebraic character of arithmetic in elementary school. She is equally at home in Mathematics Education, Developmental Psychology, and Cross-cultural Psychology.

Carraher, D., Schliemann, A., & Brizuela, B. (2001). Can Young Students Represent and Manipulate Unknowns. Proceedings of the XXV Conference of the International Group for the Psychology of Mathematics Education, Utrecht, The Netherlands (invited research forum paper).

Carraher, D.W. & Schliemann, A.D. (2002). Is everyday mathematics truly relevant to mathematics education? In J. Moshkovich & M. Brenner (Eds.) Everyday Mathematics. Monographs of the Journal for Research in Mathematics Education, 11, 131-153.

Carraher, D.W. & Schliemann, A.D. (2002). The transfer dilemma. The Journal of the Learning Sciences, 11(1) 1-24.

Carraher, D.W. & Schliemann, A.D. (2002). Modelling reasoning. In K. Gravemeijer, R. Lehrer, B. van Oers, & L. Verschaffel (Eds.) Symbolizing and Modeling in Mathematics Education. The Netherlands, Kluwer Academic Publishers, pp. 295-304.

Schliemann, A.D. & Carraher, D.W. (2001). Culture and Cognition. In D. Matsumoto (Ed.) Cultural Psychology. London/New York, Oxford University Press.

Schliemann, A.D., Carraher, D.W. & Brizuela, B.M. (2001). When tables become function tables. Proceedings of the XXV Conference of the International Group for the Psychology of Mathematics Education, Utrecht, The Netherlands.

Carraher, D.W., Brizuela, B.M., & Schliemann, A.D. (2000). Bringing out the algebraic character of arithmetic. Instantiating variables in addition and subtraction. In T. Nakahara & M. Koyama (Eds.) Proceedings of the XXIV Conference of the International group for the Psychology of Mathematics Education. Hiroshima, Japan, Vol. 2, 145-152.

Carraher, D., Schliemann, A.D., & Brizuela, B. (2000). Children's Early Algebraic Concepts. Plenary address. XXII Meeting of the Psychology of Mathematics Education, North American Chapter, Tucson, AZ, October, 2000 [available in CD].

Carraher, D.W., Schliemann, A.D., & Brizuela, B.M. (2000). Early Algebra, Early Arithmetic: Treating Operations as Functions. Plenary presentation. XXII Meeting of the Psychology of Mathematics Education, North American Chapter, Tucson, AZ, October 7 to 10, 2000. Available in CD with video excerpts.

Carraher, D.W. & Schliemann, A.D. (2000). Lessons from everyday reasoning in mathematics education: Realism versus meaningfulness. In D. Jonassen and S. Land (Eds.) Theoretical Foundations of Learning Environments. Mahwah, NJ, Lawrence Erlbaum Ass., Publishers (pp. 172-195).

Schliemann, A.D. (2002). Artifacts and Notational Systems as Tools for Understanding Mathematics. In A. Sfard & K. McClain (Eds.) Perspectives on the role of designed artifacts in mathematics learning. Journal of the Learning Sciences, 11(2&3) 301-317.

Schliemann, A.D. (2000). Constraint, cooperation, and algebraic problem solving. New Ideas in Psychology,18 (2-3), 157-169.

Schliemann, A.D. (2000). Informal reasoning. Encyclopedia of Psychology. American Psychological Association/Oxford University Press.

Schliemann, A.D. & Carraher, D.W. (2002). The Evolution of Mathematical Understanding. Developmental Review, 22(2), 242-266.

Schliemann, A.D., Carraher, D.W., & Brizuela, B. (in preparation). Bringing Out the Algebraic Character of Arithmetic: From Children?s Ideas to Classroom Practice. Book Contract with Lawrence Erlbaum Associates.

Schliemann, A.D., Carraher, D.W., & Brizuela, B.M. (2000). From Quantities to Ratio, Functions, and Algebraic Relations. Invited symposium paper. 2000 AERA Meeting. New Orleans, April (31 pp.).

Schliemann, A.D. (1998). Logic of meanings and situated cognition. Learning and Instruction, 8(6), 549-560.

Schliemann, A.D., Araujo, C., Cassundé, M. A., Macedo, S. & Nicéas, L. (1998). Multiplicative commutativity in school children and street sellers. Journal for Research in Mathematics Education, 29(4), 422-435.

Schliemann, A.D. & Carraher, D.W. (Eds.) (1998). A Compreensão de Conceitos Aritméticos: Pesquisa e Ensino, (Understanding Arithmetical Concepts: Research and Teching). SBEM/Papirus, São Paulo, Brazil.

Schliemann, A.D., Carraher, D.W., Pendexter, W., & Brizuela, B. (1998). Solving algebra problems before algebra instruction. Second Early Algebra Meeting. University of Massachusetts at Dartmouth/Tufts University (electronic publication: www3.umassd.edu/classes/EAR601GS).

Schliemann, A.D., Carraher, D.W., & Ceci, S.J. (1997). Everyday Cognition. In J.W.Berry, P.R. Dasen & T.S. Sarawathi (Eds.) Handbook of Cross-Cultural Psychology (Second Edition). Vol. 2: Basic processes and developmental psychology. Boston, Allyn & Bacon, 177-215.

Schliemann, A.D. (1995). Some Concerns about Bringing Everyday Mathematics to Mathematics Education. Plenary address. In L. Meira & D. Carraher (Eds.) Proceedings of the XIX International Conference for the Psychology of Mathematics Education, Vol. 1. Recife, Brazil, 45-60.

Carraher, D. & Schliemann, A. (1993). Learning about relations between number and quantity in and out of school. Dokkyo International Review, 6, 63-96, Japan.

Nunes, T., Schliemann, A.D., & Carraher, D.W. (1993). Mathematics in the Streets and in Schools. Cambridge, U.K: Cambridge University Press.

Schliemann, A.D., Santos, C.M. & Canuto, S.F. (1993). Constructing written algorithms: A case study. Journal of Mathematical Behavior, 12, 155-172.

Schliemann, A.D. & Carraher, D.W. (1992). Proportional reasoning in and out of school. In P. Light & G. Butterworth (Eds.) Context and Cognition. Hemel Hempstead, Harvester-Wheatsheaf, pp. 47-73.

Schliemann, A.D. & Magalhães, V.P. (1990). Proportional reasoning: from shopping, to kitchens, laboratories, and, hopefully, schools. Proceedings of the XIV PME Conference. Oaxtepec, Mexico.

Schliemann, A.D. & Nunes, T. (1990). A situated schema of proportionality. British Journal of Developmental Psychology, 8, 259-268.

Schliemann, A.D. & Acioly, N.M. (1989). Mathematical knowledge developed at work: the contributions of practice versus the contribution of schooling. Cognition and Instruction, 6(3), 185-221.

Schliemann, A.D. & Acioly, N.M. (1989). Numbers and operations in everyday problem solving. In C. Keitel, A. Bishop, P. Damerow & P. Gerdes (Eds.) Mathematics, Education, and Society. Paris, UNESCO, Science and Technology Education, Document Series No. 35.

Schliemann, A.D. (1988). Understanding the combinatorial system: Development, school learning, and everyday experience. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 10 (1), 3-7.

Carraher, T.N., Carraher, D.W. & Schliemann, A.D. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology, 3, 21-29.

Schliemann, A.D. (1984). Mathematics among carpenters and carpenters apprentices: implications for school teaching. In P. Damerow, M. Dunckley, B. Nebres & B. Werry (Eds.), Mathematics for all, Science and Technology Education Document Series, UNESCO, No. 2562.