Explain this
The Future of the Teaching and Learning of Algebra
How the publisher describes it:
“This book 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. The book 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.”
Review by Melissa Rodd
In brief:
This book is a record of a significant conference on learning and teaching algebra where mathematics education scholars from all over the world worked on issues of their common purpose. And it’s a great reference for references!
“A source of current interests, research results and contemporary issues”
This is a collection of academic papers arising from the 12th International Commission on Mathematical Instruction study that centred on learning and teaching algebra. The collection has been edited by prominent participants in the week-long conference which organised delegates working in groups that focussed on a broad topic of common interest or expertise, for example, there were working groups on ‘Early Algebra’ and on ‘Technological Environments’. Each of the nine working groups produced a paper, usually between 30-50 pages long, for the collection that also includes a plenary and summaries. The resulting book is 370 pages of close text, a few diagrams and some small black and white photos of conference delegates. It is clearly set out, with a substantial introduction that summarises the contributions in subsequent chapters. Each chapter is written in a style that aims to be accessible to an international academic education audience: context is outlined, references are ample and complexities of the issues in question are grappled with. The book is a source of current interests, research results and contemporary issues in mathematics education centred on teaching and learning algebra.
When I requested to review this book I did so because I was attracted by the title with ‘The Future’ boldly emblazoned; algebra is so central to secondary mathematics (which is my area) that I was keen to get ideas - not just classroom ‘starters’ but fresh ways of thinking about algebra. In this regard, the book does not work for me because (a) of the conscientious positioning of the outcomes of the working group discussions within the canon of academic work like a needle in a haystack, and (b) the central tendency towards acceptable-for-all in the group. I just couldn’t fish out the fresh. There is also something that worries me about the way some theoretical ideas are reified, it seems rather arbitrarily. For example, the model for conceptualising algebraic activity is given as ‘generational’, ‘transformational’ and ‘global/meta-level’(pp23-24). If asked, I’d be happy to defend a classification of algebraic activity as to do with ‘re/structuring’ and ‘communicating’.
This book is a record of a significant conference on learning and teaching algebra where mathematics education scholars from all over the world worked on issues of their common purpose. And it’s a great reference for references!
Melissa Rodd • Centre for Studies in Mathematics and Science Education, University of Leeds
Hardcover: 373 pages
Publisher: Springer; illustrated edition edition (19 Aug 2004)
Language English
ISBN-10: 1402081308
ISBN-13: 978-1402081309
Product Dimensions: 24.1 x 16 x 2.5 cm
