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The Future of the Teaching and Learning of Algebra

The 12th ICMI Study

  • Book
  • © 2004

Overview

Editors:
  1. Kaye Stacey

    1. The University of Melbourne, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Helen Chick

    1. The University of Melbourne, Australia

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    You can also search for this editor in PubMed   Google Scholar

  3. Margaret Kendal

    1. The University of Melbourne, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Presents a wide-ranging, international perspective on the state of the field of algebra from invited participants to the 12th ICMI Study Conference held in Melbourne, Australia in 2001
  • The authors are renowned academics from all around the world who have written individual chapters associated with the teaching and learning of algebra that relate to their particular areas of research and teaching expertise
  • Includes information about different approaches to the teaching and learning of algebra - from early algebra to tertiary algebra, the impact of tools and technology (including Computer Algebra Systems), the role of symbols and language, teachers of algebra, and the history of algebra

Part of the book series: New ICMI Study Series (NISS, volume 8)

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Table of contents (13 chapters)

  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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Keywords

About this book

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.

Editors and Affiliations

  • The University of Melbourne, Australia

    Kaye Stacey, Helen Chick, Margaret Kendal

Bibliographic Information

  • Book Title: The Future of the Teaching and Learning of Algebra

  • Book Subtitle: The 12th ICMI Study

  • Editors: Kaye Stacey, Helen Chick, Margaret Kendal

  • Series Title: New ICMI Study Series

  • DOI: https://doi.org/10.1007/1-4020-8131-6

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media New York 2004

  • Hardcover ISBN: 978-1-4020-8130-9Published: 19 August 2004

  • Softcover ISBN: 978-90-481-7787-5Published: 28 October 2010

  • eBook ISBN: 978-1-4020-8131-6Published: 11 April 2006

  • Series ISSN: 1387-6872

  • Series E-ISSN: 2215-1745

  • Edition Number: 1

  • Number of Pages: XIV, 373

  • Topics: Mathematics Education, Curriculum Studies, Teaching and Teacher Education

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