The Future of the Teaching and Learning of Algebra

1. Front Matter

   Pages i-xiv

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2. Solving the Problem with Algebra

   • Kaye Stacey, Helen Chick

   Pages 1-20

3. The Core of Algebra: Reflections on its Main Activities

   • Carolyn Kieran

   Pages 21-33

4. Responses to ‘The Core of Algebra’

   • Laurinda Brown, Jean-Philippe Drouhard

   Pages 35-44

5. The Early Development of Algebraic Reasoning: The Current State of the Field

   • Romulo Lins, James Kaput

   Pages 45-70

6. A Toolkit for Analysing Approaches to Algebra

   • The APPA Group, Rosamund Sutherland

   Pages 71-96

7. Research on the Role of Technological Environments in Algebra Learning and Teaching

   • Carolyn Kieran, Michal Yerushalmy

   Pages 97-152

8. Computer Algebra Systems and Algebra: Curriculum, Assessment, Teaching, and Learning

   • Michael O. J. Thomas, John Monaghan, Robyn Pierce

   Pages 153-186

9. The History of Algebra in Mathematics Education

   • Luis Puig, Teresa Rojano

   Pages 187-223

10. Symbols and Language

    • Jean-Philippe Drouhard, Anne R. Teppo

    Pages 225-264

11. Teachers’ Knowledge and the Teaching of Algebra

    • Helen M. Doerr

    Pages 265-290

12. The Teaching and Learning of Tertiary Algebra

    • David Carlson

    Pages 293-309

13. Goals and Content of an Algebra Curriculum for the Compulsory Years of Schooling

    • Mollie MacGregor

    Pages 311-328

14. Algebra: A World of Difference

    • Margaret Kendal, Kaye Stacey

    Pages 329-346

15. Back Matter

    Pages 347-372

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Kaye Stacey‚ Helen Chick‚ and Margaret Kendal The University of Melbourne‚ Australia Abstract: This section reports on the organisation‚ procedures‚ and publications of the ICMI Study‚ The Future of the Teaching and Learning of Algebra. Key words: Study Conference‚ organisation‚ procedures‚ publications The International Commission on Mathematical Instruction (ICMI) has‚ since the 1980s‚ conducted a series of studies into topics of particular significance to the theory and practice of contemporary mathematics education. Each ICMI Study involves an international seminar‚ the “Study Conference”‚ and culminates in a published volume intended to promote and assist discussion and action at the international‚ national‚ regional‚ and institutional levels. The ICMI Study running from 2000 to 2004 was on The Future of the Teaching and Learning of Algebra‚ and its Study Conference was held at The University of Melbourne‚ Australia fromDecember to 2001. It was the first study held in the Southern Hemisphere. There are several reasons why the future of the teaching and learning of algebra was a timely focus at the beginning of the twenty first century. The strong research base developed over recent decades enabled us to take stock of what has been achieved and also to look forward to what should be done and what might be achieved in the future. In addition‚ trends evident over recent years have intensified. Those particularly affecting school mathematics are the “massification” of education—continuing in some countries whilst beginning in others—and the advance of technology.

• algebra
• education
• field
• mathematics

• The University of Melbourne, Australia

  Kaye Stacey, Helen Chick, Margaret Kendal

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