Advertisement

Secondary Algebra Education

Revisiting Topics and Themes and Exploring the Unknown

  • Paul Drijvers

Table of contents

  1. Front Matter
    Pages i-vii
  2. Paul Drijvers, Aad Goddijn, Martin Kindt
    Pages 5-26
  3. Aad Goddijn
    Pages 27-68
  4. Truus Dekker, Maarten Dolk
    Pages 69-87
  5. Paul Drijvers, Truus Dekker, Monica Wijers
    Pages 89-100
  6. David Webb, Mieke Abels
    Pages 101-118
  7. Michiel Doorman, Paul Drijvers
    Pages 119-135
  8. Martin Kindt
    Pages 137-178
  9. Paul Drijvers, Peter Boon, Martin Van Reeuwijk
    Pages 179-202
  10. Henk van der Kooij, Aad Goddijn
    Pages 203-226
  11. Back Matter
    Pages 227-229

About this book

Introduction

Nowadays, algebra education is subject to worldwide scrutiny. Different opinions on its goals, approaches and achievements are at the heart of debates among teachers, educators, researchers and decision makers. What should the teaching of algebra in secondary school mathematics look like? Should it focus on procedural skills or on algebraic insight? Should it stress practice or integrate technology? Do we require formal proofs and notations, or do informal representations suffice? Is algebra in school an abstract subject, or does it take its relevance from application in (daily life) contexts? What should secondary school algebra education that prepares for higher education and professional practice in the twenty-first century look like? This book addresses these questions, and aims to inform in-service and future teachers, mathematics educators and researchers on recent insights in the domain, and on specific topics and themes such as the historical development of algebra, the role of productive practice, and algebra in science and engineering in particular. The authors, all affiliated with the Freudenthal Institute for Science and Mathematics Education in the Netherlands, share a common philosophy, which acts as a ? sometimes nearly invisible ? backbone for the overall view on algebra education: the theory of realistic mathematics education. From this point of departure, different perspectives are chosen to describe the opportunities and pitfalls of today’s and tomorrow’s algebra education. Inspiring examples and reflections illustrate current practice and explore the unknown future of algebra education to appropriately meet students’ needs.

Keywords

Abstract Freud algebra arithmetic education higher education mathematics philosophy research school science service stress teaching technology

Editors and affiliations

  • Paul Drijvers
    • 1
  1. 1.Freudenthal Institute for Science and Mathematics EducationUtrecht UniversityUtrechtthe Netherlands

Bibliographic information