Analúcia D. Schliemann worked for 20
years at the Federal University of Pernambuco, in Recife, Brazil and was a Fulbright
Scholar at LRDC-University of Pittsburgh (1986). Her work on
everyday mathematics has been published in English, Portuguese,
Spanish, and Japanese. Some of her studies appear in "Street
Mathematics and School Mathematics" (with T. Nunes and D.
Carraher, New York: Cambridge University Press, 1993). At Tufts
(since 1994), her research focus on children's early algebraic
reasoning and on classroom activities designed to explore the
algebraic character of arithmetic in elementary school (see
http://ase.tufts.edu/education/earlyalgebra/).
She is equally at home in Mathematics Education, Developmental Psychology, and
Cross-Cultural Psychology.

Carraher, D.W., Schliemann, A.D. & Schwartz, J. (in press). 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.

Martinez, M., Schliemann, A.D., & Carraher, D.W. (forthcoming). Early Algebra
and mathematical generalization. *Zentralblatt fur Didaktik der Mathematik.*

Carraher, D.W. & Schliemann, A. D. (2007) Early Algebra and Algebraic Reasoning.
In F. Lester (ed.) Second Handbook of Research on Mathematics Teaching and
Learning: A project of the National Council of Teachers of Mathematics. Vol II.
Charlotte, NC: Information Age Publishing, pp. 669-705.

Schliemann, A.D. (2006). Capitalizing on multiple perspectives.
*Human Development, 49*(4), 46-48.

Carraher, D., Schliemann, A.D., Brizuela, B., & Earnest, D. (2006). Arithmetic
and Algebra in early Mathematics Education. *Journal for Research in Mathematics
Education,* Vol 37.

Carraher, D., Schliemann, A.D., & Brizuela, B. (2005). Treating operations as
functions. In D. W. Carraher, & R. Nemirovsky (Eds.) Media and Meaning. CD-ROM
issue of *Monographs of the Journal for Research in Mathematics Education.*

Brizuela, B.M.,& Schliemann, A.D. (2004). Ten-year-old students solving linear
equations. *For the Learning of Mathematics,* 24(2), 33-40.

Brizuela, B.M. & Schliemann, A.D. (2003).
Fourth
graders solving equations. In N. Pateman , B. Dougherty, & J. Zilliox (Eds.)
*Proceedings of the 2003 Joint Meeting of PME and PME-NA*. University
of Hawai'i: Honolulu, HI, Vol. 2, pp. 137-144.

Schliemann, A.D., Carraher, D.W., Brizuela, B.M., Earnest, D., Goodrow, A.,
Lara-Roth. S. & Peled, I.(2003).
Algebra in
elementary school. In N. Pateman , B. Dougherty, & J. Zilliox (Eds.)
*Proceedings of the 2003 Joint Meeting of PME and PME-NA*. CRDG, College of
Education, University of Hawai'i: Honolulu , HI, Vol. 4, pp. 127-134.

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). 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).
Modeling
reasoning. In K. Gravemeijer, R., Lehrer, B., Oers, and L. Verschaffel (Eds.).*
Symbolizing, Modeling and Tool Use in Mathematics Education*. The Netherlands:
Kluwer Academic Publishers, pp. 295-304.

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 Learning Sciences*, 11(2&3, 301-317.

Schliemann, A.D. & Carraher, D.W. (2002).
The
Evolution of Mathematical Understanding: Everyday Versus Idealized Reasoning.
*Developmental Review,* 22(2), 242-266.

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),
Vol. 1, 130-140.

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, Vol. 4, 145-152.

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, 172-195.

Carraher, D.W., Schliemann, A.D., & Brizuela, B.M. (2000). Early Algebra, Early
Arithmetic: Treating Operations as Functions. Plenary Address. XXII PME-NA Meeting, Tucson, AZ,
October 7 to 10, 2000 [CD-Rom with video excerpts].

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

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

Schliemann, A.D., Brito Lima, A.P. & Santiago, M.L. (1992). Understanding equivalences
through balance scales. *Proceedings XVI International Conference Psychology of Mathematics
Education,* v. II, 298-305, Durham, NH.

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, 47-73.

Carraher, D.W. & Schliemann, A.D. (1991). Children's understanding of fractions as
expressions of relative magnitude. *Proceedings of the XV International Conference
Psychology of Mathematics Education.* Assisi, Italy.

Carraher, D.W. & Schliemann, A.D. (1991). *Teachers' Guide to Divide and Conquer Software*.
New York , Sunburst Communications.

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.

Carraher, T.N., Schliemann, A.D. & Carraher, D.W. (1988). Mathematical concepts in everyday
life. In G. Saxe e M. Gearhart (ed.) *Children's Mathematics, New Directions for Child Development.*
San Francisco, Jossey Bass, 71-87.

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. (1987). Written and oral mathematics.
*Journal for Research on Mathematics Education*, 18(2), 83-97.

Carraher, T.N. & Schliemann, A.D. (1987). Manipulating equivalences in the market and in life.
*Proceedings of the XI Conference Psychology of Mathematics Education.* Montreal, Canada, Vol. I, 289-294.

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.

Carraher, T.N. & Schliemann, A.D. (1985). Computation routines prescribed by schools: help or
hindrance? *Journal for Research on Mathematics Education,* 16, 37-44.,

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.