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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.
List of contents
Solving the Problem with Algebra.- The Core of Algebra: Reflections on its Main Activities.- Responses to 'The Core of Algebra'.- The Early Development of Algebraic Reasoning: The Current State of the Field.- A Toolkit for Analysing Approaches to Algebra.- Research on the Role of Technological Environments in Algebra Learning and Teaching.- Computer Algebra Systems and Algebra: Curriculum, Assessment, Teaching, and Learning.- The History of Algebra in Mathematics Education.- Symbols and Language.- Teachers' Knowledge and the Teaching of Algebra.- The Teaching and Learning of Tertiary Algebra.- Goals and Content of an Algebra Curriculum for the Compulsory Years of Schooling.- Algebra: A World of Difference.
Summary
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.
