Member Profile

PROJECT AFFILIATION:

• The Poincare Institute: A Partnership for Mathematics Education
  • Roles: Co-PI
• The Fulcrum Institute for Education in Science
  • Roles: Project Director
  • Access: Project Admin

PROFESSIONAL ROLES

• Researcher 

BIO

From 1978-1995, I was professor of cognitive psychology at the Universidade Federal de Pernambuco, Recife, Brazil, where I co-founded of the Learning Through Thinking Project and studied mathematical reasoning in and out of school.
 

EXPERTISE

mathematics education; mathematical and quantitative reasoning; algebra & modeling 

RECENT PUBLICATIONS

• Carraher, D.W. (2008). Beyond "Blaming the victim" and "standing in awe of the noble savages": A response to "A review of Lave's 'Cognition in Instruction.'" Educational Studies in Mathematics (in press).


• Carraher, D.W., Martinez, M., & Schliemann, A.D., & (2008). Early algebra and mathematical generalization. ZDM: The International Journal on Mathematics Education. (In press)


• Carraher, D.W., Schliemann, A.D. & Schwartz, J.L. (2007). 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.M. (2007). Bringing Out the Algebraic Character of Arithmetic: From Children's Ideas to Classroom Practice. Hillsdale, NJ, Lawrence Erlbaum Associates.


• Carraher, D., A. D. Schliemann, et al. (2007). Early algebra and algebraic reasoning. In F. Lester (Ed.) Handbook of Research on Mathematics Teaching and Learning (second edition). New Age & the National Council of Teachers of Mathematics, Vol 2, pp. 669-705.