The Learning and Teaching of Algebra ─ Ideas, Insights and Activities

What role might algebra play in the mathematical education of students in the future? How might teachers meet the challenges of teaching this complex topic? What experiences assist learners to gain the insights that mastering algebra provides?

The Learning and Teaching of Algebra provides an initial consideration of these questions and a primer for teachers and young scholars to get involved in addressing them. Algebra is considered internationally as a central subject of the secondary school curriculum and there is a wealth of knowledge that teachers can draw upon to maximise the benefit of the time and effort that are devoted to its teaching and learning.

This book provides a pedagogical framework for the teaching and learning of algebra grounded in theory and research. It can support teacher preparation and professional development, and orient classroom research by teachers and development efforts directed to teachers.

Areas covered include:

• Algebra: Setting the scene

• Some Lessons from History

• Seeing Algebra through the Eyes of a Learner

• Emphases in Algebra Teaching

• Algebra Education in the Digital Era

This accessible guide will be essential reading for trainee and practising teachers of mathematics, graduate students, curriculum developers and all those who are interested in the ‘problématique’ of teaching and learning algebra.

IMPACT (Interweaving Mathematics Pedagogy and Content for Teaching) is an exciting new series of advanced textbooks for teacher education which aims to advance the teaching of maths by integrating mathematics content teaching with the broader research and theoretical base of mathematics education.

Abraham Arcavi holds the Lester B. Pearson Professorial Chair at the Weizmann Institute of Science, Israel. He has written about the teaching and learning of algebra for researchers and teachers, led large curriculum development projects and has been involved in teacher professional development for more than 30 years.

Paul Drijvers is Professor of Mathematics Education at the Freudenthal Institute for Science and Mathematics Education (FIsme), Utrecht University, The Netherlands. His research interests include the role of ICT in mathematics education, the teaching and learning of algebra and teachers' professional development.

Kaye Stacey is Professor Emeritus at the University of Melbourne, Australia, having held the Foundation Chair of Mathematics Education there for 20 years. She has made major contributions to understanding students’ early learning of formal algebra and discovering how information technology can enhance the teaching of algebra and functions throughout secondary school.